Article published in:Theoretical and Methodological Developments in Processability Theory
Edited by Kristof Baten, Aafke Buyl, Katja Lochtman and Mieke Van Herreweghe
[Processability Approaches to Language Acquisition Research & Teaching 4] 2015
► pp. 205–238
Chapter 10. Instructing Stages of Processability Theory in L2 Spanish
Next or Next + 1?
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.
Published online: 11 December 2015
(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.
Eckman, F., Bell, L., & Nelson, D
Farley, A., & McCollam, K
(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 Unpublished doctoral dissertation.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
(1996) Markedness and instructed SLA: An experiment in teaching the Spanish subjunctive. Unpublished doctoral dissertation. University of Illinois, Urbana Champaign.
Pienemann, M., Di Biase, B., & Kawaguchi, S
Spada, N. & Lightbown, P.M
Cited by 4 other publications
No author info given
Dyson, Bronwen Patricia
This list is based on CrossRef data as of 14 may 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.