This study addresses two key issues in language acquisition research and teaching: the developmental patterns that learners go through when acquiring a language, and how we can tailor instruction in the classroom to these patterns. These issues are taken up in this study by matching the theoretical stages of language acquisition from the framework of Processability Theory [PT] to targeted instruction to beginning classroom learners of Spanish on subsequent PT stages. Overall, the results offer further cross-linguistic support for the PT hierarchy itself, while suggesting that instruction can be effective when targeting stages past the next developmental stage.
(2014) From number agreement to the subjunctive: Evidence for Processability Theory in L2 Spanish. Second Language Research, 31, 53-74.
(1996) German grammar for beginners: The teachability hypothesis and its relevance to the classroom. In C. Arbones Sola, J. Rolin-Ianziti & R. Sussex (Eds.), Proceedings of the conference on “Who's afraid of teaching grammar? Working papers in applied linguistics, 1 (pp. 93-103). Brisbane: Centre for Language Teaching and Research, University of Queensland.
(1992) Quantitative methods in psychology: A power primer. Psychological Bulletin, 112, 155-159.
(1991) Second language instruction does make a difference. Studies in Second Language Acquisition, 13, 431-469.
(1996) The debate on form-focused instruction: A teacher’s perspective. Australian Review of Applied Linguistics, 19(2), 59-78.
Eckman, F., Bell, L., & Nelson, D.
(1988) On the generalization of relative clause instruction in the acquisition of English as a second language. Applied Linguistics, 91, 1-20.
(1989) Are classroom and naturalistic acquisition the same? A study of the classroom acquisition of German word order rules. Studies in Second Language Acquisition, 11, 303-328.
Farley, A., & McCollam, K.
(2004) Learner readiness and L2 production in Spanish: Processability Theory on trial. Estudios de Linguistica Aplicada, 40, 47-69.
(2008) Acquisition of German word order in tutored learners: A cross-sectional study in a wider theoretical context. Language Learning, 58, 185-231.
(1995) Stages of acquisition of Spanish as a second language. Australian Studies in Language Acquisition, 4, 6-35.
(1989) Speaking: From intention to articulation. Cambridge, MA: The MIT Press.
(1995) Stepping up the pace: Input, interaction and interlanguage development. Unpublished doctoral dissertation. University of Sydney, Sydney, Australia.
Meisel, J.M., Clahsen, H., & Pienemann, M.
(1981) On determining developmental stages in natural second language acquisition. Studies in Second Language Acquisition, 3, 109-135.
(2007) An operational definition of the emergence criterion. Applied Linguistics, 28(3), 361-382.
(1996) Markedness and instructed SLA: An experiment in teaching the Spanish subjunctive. Unpublished doctoral dissertation. University of Illinois, Urbana Champaign.
(1984) Psychological constraints on the teachability of languages. Studies in Second Language Acquisition, 62, 186-214.
(1987) Determining the influence of instruction on L2 speech processing. Australian Review of Applied Linguistics, 10(2), 83-113.
(1989) Is language teachable? Psycholinguistic experiments and hypotheses. Applied Linguistics, 10(1), 52-79.
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