13012390 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code PALART 4 Hb 15 9789027203045 06 10.1075/palart.4 13 2015032881 00 BB 08 645 gr 10 01 JB code PALART 02 2210-6480 02 4.00 01 02 Processability Approaches to Language Acquisition Research & Teaching Processability Approaches to Language Acquisition Research & Teaching 01 01 Theoretical and Methodological Developments in Processability Theory Theoretical and Methodological Developments in Processability Theory 1 B01 01 JB code 910186730 Kristof Baten Baten, Kristof Kristof Baten Ghent University 07 https://benjamins.com/catalog/persons/910186730 2 B01 01 JB code 668186731 Aafke Buyl Buyl, Aafke Aafke Buyl Vrije Universiteit Brussel 07 https://benjamins.com/catalog/persons/668186731 3 B01 01 JB code 435186732 Katja Lochtman Lochtman, Katja Katja Lochtman Vrije Universiteit Brussel 07 https://benjamins.com/catalog/persons/435186732 4 B01 01 JB code 372186733 Mieke Van Herreweghe Van Herreweghe, Mieke Mieke Van Herreweghe Ghent University 07 https://benjamins.com/catalog/persons/372186733 01 eng 11 280 03 03 vii 03 00 273 03 01 23 401/.93 03 2015 P118.15 04 Language acquisition--Research--Methodology. 04 Second language acquisition--Research--Methodology. 04 Interlanguage (Language learning) 04 Psycholinguistics. 10 LAN009000 12 CFDC 24 JB code LIN.COGN Cognition and language 24 JB code LIN.LA Language acquisition 24 JB code LIN.PSYLIN Psycholinguistics 24 JB code LIN.THEOR Theoretical linguistics 01 06 02 00 This edited volume is devoted to expanding the theoretical basis of Processability Theory, a theory of second language development that combines insights in the way speakers generate language and store their language knowledge to predict, describe and explain developmental sequences (Pienemann 1998, 2005). 03 00 This edited volume is devoted to expanding the theoretical basis of Processability Theory, a theory of second language development that combines insights in the way speakers generate language and store their language knowledge to predict, describe and explain developmental sequences (Pienemann 1998, 2005). The aim of the book is to provide a forum for new perspectives focusing on three intersections: (1) the interface between morpho-syntax and discourse/pragmatics/semantics, (2) constraints on processing and receptive processing and (3) developments in instructed second language learning. Each part also includes a response paper, in which the new perspectives, in terms of the theoretical challenges and/or the empirical results of the preceding chapters are discussed. This collection of articles and response papers will be very relevant to students and researchers interested in theoretical aspects of second language acquisition, and more specifically Processability Theory, and clearly indicates that the field is lively and open. 01 00 03 01 01 D503 https://benjamins.com/covers/475/palart.4.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027203045.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027203045.tif 01 01 D503 https://benjamins.com/covers/1200_front/palart.4.hb.png 01 01 D503 https://benjamins.com/covers/125/palart.4.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/palart.4.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/palart.4.hb.png 01 01 JB code palart.4.001ack 06 10.1075/palart.4.001ack vii viii 2 Article 1 01 04 Acknowledgments Acknowledgments 01 eng 01 01 JB code palart.4.01bat 06 10.1075/palart.4.01bat 1 18 18 Article 2 01 04 Chapter 1. Processability theory Chapter 1. Processability theory 01 04 Assessment of the current state and future perspectives Assessment of the current state and future perspectives 1 A01 01 JB code 512250346 Kristof Baten Baten, Kristof Kristof Baten Research Foundation Flanders (FWO-Vlaanderen) 07 https://benjamins.com/catalog/persons/512250346 2 A01 01 JB code 682250347 Aafke Buyl Buyl, Aafke Aafke Buyl Research Foundation Flanders (FWO-Vlaanderen) 07 https://benjamins.com/catalog/persons/682250347 3 A01 01 JB code 840250348 Katja Lochtman Lochtman, Katja Katja Lochtman Vrije Universiteit Brussel 07 https://benjamins.com/catalog/persons/840250348 4 A01 01 JB code 73250349 Mieke Van Herreweghe Van Herreweghe, Mieke Mieke Van Herreweghe Ghent University 07 https://benjamins.com/catalog/persons/73250349 01 eng 01 01 JB code palart.4.s1 06 10.1075/palart.4.s1 Section header 3 01 04 Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics 01 eng 01 01 JB code palart.4.02cha 06 10.1075/palart.4.02cha 19 44 26 Article 4 01 04 Chapter 2. Processing Alignments Chapter 2. Processing Alignments 01 04 Semantic, Thematic and Structural Prominence in Samoan SLA Semantic, Thematic and Structural Prominence in Samoan SLA 1 A01 01 JB code 747250350 Helen Charters Charters, Helen Helen Charters University of Auckland 07 https://benjamins.com/catalog/persons/747250350 2 A01 01 JB code 948250351 Grant Muagututi’a Muagututi’a, Grant Grant Muagututi’a University of Hawai’i 07 https://benjamins.com/catalog/persons/948250351 01 eng 03 00 PT proposes two key hypotheses to account for sentence-like structures in early SLA: (i) the Unmarked Alignment Hypothesis says that learners map the most prominent semantic role onto the subject function and the most prominent structural position; (ii) the Topic Hypothesis says that learners do not differentiate subject and topic (Pienemann, DiBiase & Kawaguchi, 2005). This chapter identifies theory-internal problems for these claims, and presents empirical data which shows that they do not hold for Samoan SLA. For theoretical reasons, no NPs produced by early learners can be considered ‘subjects’ and, while initial NPs in early L2 Samoan tend overwhelmingly to be semantically prominent, the converse is not true, initial NPs are not always topical, and semantically prominent NPs may be focal, or background. An account of the observed facts is provided within the framework of LFG without exceeding the procedural capacities accorded to early learners by PT. 01 01 JB code palart.4.03zha 06 10.1075/palart.4.03zha 45 70 26 Article 5 01 04 Chapter 3. The emergence of sentence Topic in a Topicprominent language Chapter 3. The emergence of sentence Topic in a Topicprominent language 01 04 A descriptive study of L2 Chinese A descriptive study of L2 Chinese 1 A01 01 JB code 475250352 Yanyin Zhang Zhang, Yanyin Yanyin Zhang The Australian National University 07 https://benjamins.com/catalog/persons/475250352 01 eng 03 00 The present study investigates the L2 developmental course of the sentence Topic in a Topic-prominent language – Mandarin Chinese. It examines the structural, the semantic and the discourse-pragmatic aspects of the Topic development, thereby focusing on the word order, the semantic feature of definiteness and the information status of the Topic in the L2 speech data of three adult L2 Mandarin learners of English background. The results show that the structural development of the Topic begins with the canonical order in which the Topic is identified with the Subject, and progresses toward the non-canonical order in which the Topic role is taken by the Object. Although the Topic element is largely encoded with the [+definite] feature, there is evidence to suggest a general lack of awareness for the semantic requirements for the Topic, as well as issues in the understanding of the contextual contrast between the Subject-topic and the Object-topic structures such as the ba-Object construction. 01 01 JB code palart.4.04bat 06 10.1075/palart.4.04bat 71 104 34 Article 6 01 04 Chapter 4. The Acquisition of the Ergative Case in Hindi as a Foreign Language Chapter 4. The Acquisition of the Ergative Case in Hindi as a Foreign Language 1 A01 01 JB code 124250353 Kristof Baten Baten, Kristof Kristof Baten Ghent University 07 https://benjamins.com/catalog/persons/124250353 2 A01 01 JB code 297250354 Saartje Verbeke Verbeke, Saartje Saartje Verbeke Research Foundation Flanders (FWO-Vlaanderen) 07 https://benjamins.com/catalog/persons/297250354 01 eng 03 00 Using the framework of Processability Theory (PT), this chapter examines the development of the Hindi case system in the interlanguage of Dutch-speaking foreign language learners. A number of studies have already adopted the PT framework to describe, predict and explain the development of case marking systems in different languages (e.g., German, Russian and Serbian). These studies demonstrated that PT was a suitable framework for predicting and explaining case development. Because German, Russian and Serbian are accusative languages, the question arises whether PT as a conceptual framework is also applicable to the foreign language acquisition of a language with ergative features such as Hindi. The present chapter therefore addresses case development in L2 Hindi, thereby testing the claim that PT possesses universal applicability. Spontaneous oral production data were collected from 11 foreign language learners of Hindi. In accordance with PT, the study results indicate that three stages of development occur; in particular, learners begin with no feature unification, transition through direct mapping, and eventually attain feature unification. 01 01 JB code palart.4.05len 06 10.1075/palart.4.05len 105 112 8 Article 7 01 04 Chapter 5. Response Paper Chapter 5. Response Paper 01 04 Exploring the Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics Exploring the Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics 1 A01 01 JB code 849250355 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 07 https://benjamins.com/catalog/persons/849250355 2 A01 01 JB code 124250356 Manfred Pienemann Pienemann, Manfred Manfred Pienemann Paderborn University 07 https://benjamins.com/catalog/persons/124250356 01 eng 01 01 JB code palart.4.s2 06 10.1075/palart.4.s2 Section header 8 01 04 Constraints on Processing and Receptive Processing Constraints on Processing and Receptive Processing 01 eng 01 01 JB code palart.4.06len 06 10.1075/palart.4.06len 113 138 26 Article 9 01 04 Chapter 6. Constraints on Processing Chapter 6. Constraints on Processing 01 04 L1 Transfer and the L2 Initial Mental Grammatical System L1 Transfer and the L2 Initial Mental Grammatical System 1 A01 01 JB code 656250357 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 07 https://benjamins.com/catalog/persons/656250357 01 eng 03 00 This chapter focuses on the nature of the L2 initial mental grammatical system and the related question to what extent L2 learners transfer syntactic structures from their L1 at the L2 initial state. Transfer is viewed within the overall context of a model of the L2 initial mental grammatical system, which is claimed to be underdeveloped and highly constrained. The constraints are spelled out in the Multiple Constraints Hypothesis (Lenzing, 2013) and it is argued that they do not allow for full transfer at the initial state. In keeping with this, the perspective on transfer adopted here is the Developmentally Moderated Transfer Hypothesis (Pienemann, 1998; Pienemann et al., 2005a) and its claim that transfer is constrained by processability. The results of an empirical study of early L2 learners of English with German as L1 are presented that provide support for (a) the Multiple Constraints Hypothesis and (b) the Developmentally Moderated Transfer Hypothesis. In particular, the results indicate that at the initial state of L2 acquisition, L1 transfer merely plays a minor role, as learners predominantly rely on single words, formulaic sequences and both lexically and structurally restricted idiosyncratic utterances. 01 01 JB code palart.4.07buy 06 10.1075/palart.4.07buy 139 168 30 Article 10 01 04 Chapter 7. Studying Receptive Grammar Acquisition within a PT Framework Chapter 7. Studying Receptive Grammar Acquisition within a PT Framework 01 04 A Methodological Exploration A Methodological Exploration 1 A01 01 JB code 413250358 Aafke Buyl Buyl, Aafke Aafke Buyl Vrije Universiteit Brussel 07 https://benjamins.com/catalog/persons/413250358 01 eng 03 00 This paper deals with the applicability of Processability Theory to receptive grammar acquisition. To date, PT has been defined and investigated as a theory of oral language production – based on the psycholinguistic mechanisms that form the basis of the theory. The receptive side of grammar acquisition has received scant attention – in spite of the relevance of such an undertaking for our understanding of (developmental stages in) L2 grammar acquisition. The present paper presents an exploratory study on the applicability of PT to receptive grammar acquisition. Given the relative novelty of this undertaking, considerable attention will be given to the theoretical and methodological issues that arise in exploring this direction in Processability research – in particular those that follow from the concepts of feature unification and emergence, which are central to PT. Subsequently, an exploratory study on the receptive acquisition of English morphology among adult learners of English as a second language (ESL) is conducted. For this study, a self-paced reading task was used to look at learners’ online receptive processing skills of (stage 2, category procedure) genitive -s and past tense -ed, (stage 3, phrasal agreement) plural -s agreement, (stage 4, VP agreement) have + past participle agreement and be + -ing form agreement, and (stage 5, S-procedure) subject-verb agreement 3SGs-s. The self-paced reading task compared learners’ reaction times when processing grammatical sentence segments to their reaction time when processing ungrammatical sentence segments. A significant delay in reaction time when processing ungrammatical items was considered evidence that learners were able to process the targeted morphological phenomenon. Group results and implicational scaling results of the self-paced reading task did not chime with PT. This would suggest that receptive and productive grammar acquisition are independent processes that are (partially) governed by different mechanisms and hence result in different developmental patterns. This conclusion, however, is only a tentative one at this stage. Some methodological issues that may have affected the data are discussed. 01 01 JB code palart.4.08hak 06 10.1075/palart.4.08hak 169 174 6 Article 11 01 04 Chapter 8. Response Paper Chapter 8. Response Paper 01 04 Exploring new Grounds - Turning the PT Kaleidoscope Exploring new Grounds – Turning the PT Kaleidoscope 1 A01 01 JB code 24250359 Gisela Håkansson Håkansson, Gisela Gisela Håkansson Lund University 07 https://benjamins.com/catalog/persons/24250359 01 eng 01 01 JB code palart.4.s3 06 10.1075/palart.4.s3 Section header 12 01 04 Developments in Instructed Second Language Learning Developments in Instructed Second Language Learning 01 eng 01 01 JB code palart.4.09keb 06 10.1075/palart.4.09keb 175 204 30 Article 13 01 04 Chapter 9. PT meets CA Chapter 9. PT meets CA 01 04 Second Language Research at the Crossroads Second Language Research at the Crossroads 1 A01 01 JB code 459250360 Jörg-U. Keßler Keßler, Jörg-U. Jörg-U. Keßler Ludwigsburg University of Education 07 https://benjamins.com/catalog/persons/459250360 2 A01 01 JB code 365250361 Götz Schwab Schwab, Götz Götz Schwab Karlsruhe University of Education 07 https://benjamins.com/catalog/persons/365250361 01 eng 03 00 In this chapter we combine two distinct perspectives on second language research and foreign language learning. On the one hand we make use of the socio-interactional perspective of Conversation Analysis for Second Language Acquisition (CA for SLA) (Schwab 2011), and on the other hand we apply the psycholinguistic approach of the Processability Theory (PT) (Pienemann 1998). From what could be considered as an insurmountable contradiction we believe that the combination of both approaches bear the chance for a better discernment of the issue. By looking at data collected both inside a CLIL (Content and Language Integrated Learning) setting and outside the classroom we provide a comprehensive insight into L2 progress of instructed learners. Additionally, the data analysis within the two distinct frameworks of CA (for SLA) and PT also contributes to extending the explanatory power of PT for instructed SLA by adding a CA (for SLA) perspective. Thus, our chapter aims at sparking a new discussion of interdisciplinary research and theory development. 01 01 JB code palart.4.10bon 06 10.1075/palart.4.10bon 205 238 34 Article 14 01 04 Chapter 10. Instructing Stages of Processability Theory in L2 Spanish Chapter 10. Instructing Stages of Processability Theory in L2 Spanish 01 04 Next or Next + 1? Next or Next + 1? 1 A01 01 JB code 3250362 Carrie L. Bonilla Bonilla, Carrie L. Carrie L. Bonilla University of Maryland 07 https://benjamins.com/catalog/persons/3250362 01 eng 03 00 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. 01 01 JB code palart.4.13ind 06 10.1075/palart.4.13ind 271 274 4 Article 14 01 04 Index Index 01 eng 01 01 JB code palart.4.11dom 06 10.1075/palart.4.11dom 239 262 24 Article 15 01 04 Chapter 11. Implications of the Developmental Stages of Language Acquisition for Classroom Teaching Chapter 11. Implications of the Developmental Stages of Language Acquisition for Classroom Teaching 1 A01 01 JB code 631250363 Evelyn Doman Doman, Evelyn Evelyn Doman University of Macau 07 https://benjamins.com/catalog/persons/631250363 01 eng 03 00 In the field of Second Language Acquisition (SLA), there has been an ongoing debate about the role of instruction between: (1) proponents of strong interface, who are those advocating the position that explicit instruction can lead to acquisition, as supported by advocates of the Grammar-Translation Method (GTM); (2) proponents of no interface, who are those advocating the position that instruction does not lead to acquisition and that input alone through implicit techniques is sufficient; and (3) proponents of weak interface, who are those leaning towards the middle, believing that instruction can lead to acquisition only if it is geared towards the next developmental stage that the learner is ready for, as detailed in the Teachability Hypothesis of Processability Theory (PT). The Teachability Hypothesis states that instruction is most effective when it reflects the stage just beyond the learners’ current interlanguage. The current study is a mixed-method experiment which provided instruction to three English classes at a Chinese university in Macau.Instruction was explicit, implicit, or developmentally moderated. The results show that students in the developmentally-moderated group outperformed their counterparts in the explicit and the implicit groups. This finding lends support to the weak-interface hypothesis. 01 01 JB code palart.4.12roo 06 10.1075/palart.4.12roo 263 270 8 Article 16 01 04 Chapter 12. Response Paper Chapter 12. Response Paper 01 04 Language Teaching and Learning from a PT Perspective Language Teaching and Learning from a PT Perspective 1 A01 01 JB code 175250364 Jana Roos Roos, Jana Jana Roos Paderborn University 07 https://benjamins.com/catalog/persons/175250364 01 eng 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/palart.4 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20151211 C 2015 John Benjamins D 2015 John Benjamins 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 76 22 01 00 Unqualified price 02 JB 1 02 99.00 EUR 02 00 Unqualified price 02 83.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 76 22 01 00 Unqualified price 02 JB 1 02 149.00 USD 322012391 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code PALART 4 Eb 15 9789027267702 06 10.1075/palart.4 13 2015034818 00 EA E107 10 01 JB code PALART 02 2210-6480 02 4.00 01 02 Processability Approaches to Language Acquisition Research & Teaching Processability Approaches to Language Acquisition Research & Teaching 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-2015-all 01 02 Complete backlist (3,208 titles, 1967–2015) 05 02 Complete backlist (1967–2015) 11 01 JB code jbe-2015-linguistics 01 02 Subject collection: Linguistics (2,773 titles, 1967–2015) 05 02 Linguistics (1967–2015) 11 01 JB code jbe-2015-psychology 01 02 Subject collection: Psychology (246 titles, 1978–2015) 05 02 Psychology (1978–2015) 01 01 Theoretical and Methodological Developments in Processability Theory Theoretical and Methodological Developments in Processability Theory 1 B01 01 JB code 910186730 Kristof Baten Baten, Kristof Kristof Baten Ghent University 07 https://benjamins.com/catalog/persons/910186730 2 B01 01 JB code 668186731 Aafke Buyl Buyl, Aafke Aafke Buyl Vrije Universiteit Brussel 07 https://benjamins.com/catalog/persons/668186731 3 B01 01 JB code 435186732 Katja Lochtman Lochtman, Katja Katja Lochtman Vrije Universiteit Brussel 07 https://benjamins.com/catalog/persons/435186732 4 B01 01 JB code 372186733 Mieke Van Herreweghe Van Herreweghe, Mieke Mieke Van Herreweghe Ghent University 07 https://benjamins.com/catalog/persons/372186733 01 eng 11 280 03 03 vii 03 00 273 03 01 23 401/.93 03 2015 P118.15 04 Language acquisition--Research--Methodology. 04 Second language acquisition--Research--Methodology. 04 Interlanguage (Language learning) 04 Psycholinguistics. 10 LAN009000 12 CFDC 24 JB code LIN.COGN Cognition and language 24 JB code LIN.LA Language acquisition 24 JB code LIN.PSYLIN Psycholinguistics 24 JB code LIN.THEOR Theoretical linguistics 01 06 02 00 This edited volume is devoted to expanding the theoretical basis of Processability Theory, a theory of second language development that combines insights in the way speakers generate language and store their language knowledge to predict, describe and explain developmental sequences (Pienemann 1998, 2005). 03 00 This edited volume is devoted to expanding the theoretical basis of Processability Theory, a theory of second language development that combines insights in the way speakers generate language and store their language knowledge to predict, describe and explain developmental sequences (Pienemann 1998, 2005). The aim of the book is to provide a forum for new perspectives focusing on three intersections: (1) the interface between morpho-syntax and discourse/pragmatics/semantics, (2) constraints on processing and receptive processing and (3) developments in instructed second language learning. Each part also includes a response paper, in which the new perspectives, in terms of the theoretical challenges and/or the empirical results of the preceding chapters are discussed. This collection of articles and response papers will be very relevant to students and researchers interested in theoretical aspects of second language acquisition, and more specifically Processability Theory, and clearly indicates that the field is lively and open. 01 00 03 01 01 D503 https://benjamins.com/covers/475/palart.4.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027203045.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027203045.tif 01 01 D503 https://benjamins.com/covers/1200_front/palart.4.hb.png 01 01 D503 https://benjamins.com/covers/125/palart.4.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/palart.4.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/palart.4.hb.png 01 01 JB code palart.4.001ack 06 10.1075/palart.4.001ack vii viii 2 Article 1 01 04 Acknowledgments Acknowledgments 01 eng 01 01 JB code palart.4.01bat 06 10.1075/palart.4.01bat 1 18 18 Article 2 01 04 Chapter 1. Processability theory Chapter 1. Processability theory 01 04 Assessment of the current state and future perspectives Assessment of the current state and future perspectives 1 A01 01 JB code 512250346 Kristof Baten Baten, Kristof Kristof Baten Research Foundation Flanders (FWO-Vlaanderen) 07 https://benjamins.com/catalog/persons/512250346 2 A01 01 JB code 682250347 Aafke Buyl Buyl, Aafke Aafke Buyl Research Foundation Flanders (FWO-Vlaanderen) 07 https://benjamins.com/catalog/persons/682250347 3 A01 01 JB code 840250348 Katja Lochtman Lochtman, Katja Katja Lochtman Vrije Universiteit Brussel 07 https://benjamins.com/catalog/persons/840250348 4 A01 01 JB code 73250349 Mieke Van Herreweghe Van Herreweghe, Mieke Mieke Van Herreweghe Ghent University 07 https://benjamins.com/catalog/persons/73250349 01 eng 01 01 JB code palart.4.s1 06 10.1075/palart.4.s1 Section header 3 01 04 Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics 01 eng 01 01 JB code palart.4.02cha 06 10.1075/palart.4.02cha 19 44 26 Article 4 01 04 Chapter 2. Processing Alignments Chapter 2. Processing Alignments 01 04 Semantic, Thematic and Structural Prominence in Samoan SLA Semantic, Thematic and Structural Prominence in Samoan SLA 1 A01 01 JB code 747250350 Helen Charters Charters, Helen Helen Charters University of Auckland 07 https://benjamins.com/catalog/persons/747250350 2 A01 01 JB code 948250351 Grant Muagututi’a Muagututi’a, Grant Grant Muagututi’a University of Hawai’i 07 https://benjamins.com/catalog/persons/948250351 01 eng 03 00 PT proposes two key hypotheses to account for sentence-like structures in early SLA: (i) the Unmarked Alignment Hypothesis says that learners map the most prominent semantic role onto the subject function and the most prominent structural position; (ii) the Topic Hypothesis says that learners do not differentiate subject and topic (Pienemann, DiBiase & Kawaguchi, 2005). This chapter identifies theory-internal problems for these claims, and presents empirical data which shows that they do not hold for Samoan SLA. For theoretical reasons, no NPs produced by early learners can be considered ‘subjects’ and, while initial NPs in early L2 Samoan tend overwhelmingly to be semantically prominent, the converse is not true, initial NPs are not always topical, and semantically prominent NPs may be focal, or background. An account of the observed facts is provided within the framework of LFG without exceeding the procedural capacities accorded to early learners by PT. 01 01 JB code palart.4.03zha 06 10.1075/palart.4.03zha 45 70 26 Article 5 01 04 Chapter 3. The emergence of sentence Topic in a Topicprominent language Chapter 3. The emergence of sentence Topic in a Topicprominent language 01 04 A descriptive study of L2 Chinese A descriptive study of L2 Chinese 1 A01 01 JB code 475250352 Yanyin Zhang Zhang, Yanyin Yanyin Zhang The Australian National University 07 https://benjamins.com/catalog/persons/475250352 01 eng 03 00 The present study investigates the L2 developmental course of the sentence Topic in a Topic-prominent language – Mandarin Chinese. It examines the structural, the semantic and the discourse-pragmatic aspects of the Topic development, thereby focusing on the word order, the semantic feature of definiteness and the information status of the Topic in the L2 speech data of three adult L2 Mandarin learners of English background. The results show that the structural development of the Topic begins with the canonical order in which the Topic is identified with the Subject, and progresses toward the non-canonical order in which the Topic role is taken by the Object. Although the Topic element is largely encoded with the [+definite] feature, there is evidence to suggest a general lack of awareness for the semantic requirements for the Topic, as well as issues in the understanding of the contextual contrast between the Subject-topic and the Object-topic structures such as the ba-Object construction. 01 01 JB code palart.4.04bat 06 10.1075/palart.4.04bat 71 104 34 Article 6 01 04 Chapter 4. The Acquisition of the Ergative Case in Hindi as a Foreign Language Chapter 4. The Acquisition of the Ergative Case in Hindi as a Foreign Language 1 A01 01 JB code 124250353 Kristof Baten Baten, Kristof Kristof Baten Ghent University 07 https://benjamins.com/catalog/persons/124250353 2 A01 01 JB code 297250354 Saartje Verbeke Verbeke, Saartje Saartje Verbeke Research Foundation Flanders (FWO-Vlaanderen) 07 https://benjamins.com/catalog/persons/297250354 01 eng 03 00 Using the framework of Processability Theory (PT), this chapter examines the development of the Hindi case system in the interlanguage of Dutch-speaking foreign language learners. A number of studies have already adopted the PT framework to describe, predict and explain the development of case marking systems in different languages (e.g., German, Russian and Serbian). These studies demonstrated that PT was a suitable framework for predicting and explaining case development. Because German, Russian and Serbian are accusative languages, the question arises whether PT as a conceptual framework is also applicable to the foreign language acquisition of a language with ergative features such as Hindi. The present chapter therefore addresses case development in L2 Hindi, thereby testing the claim that PT possesses universal applicability. Spontaneous oral production data were collected from 11 foreign language learners of Hindi. In accordance with PT, the study results indicate that three stages of development occur; in particular, learners begin with no feature unification, transition through direct mapping, and eventually attain feature unification. 01 01 JB code palart.4.05len 06 10.1075/palart.4.05len 105 112 8 Article 7 01 04 Chapter 5. Response Paper Chapter 5. Response Paper 01 04 Exploring the Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics Exploring the Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics 1 A01 01 JB code 849250355 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 07 https://benjamins.com/catalog/persons/849250355 2 A01 01 JB code 124250356 Manfred Pienemann Pienemann, Manfred Manfred Pienemann Paderborn University 07 https://benjamins.com/catalog/persons/124250356 01 eng 01 01 JB code palart.4.s2 06 10.1075/palart.4.s2 Section header 8 01 04 Constraints on Processing and Receptive Processing Constraints on Processing and Receptive Processing 01 eng 01 01 JB code palart.4.06len 06 10.1075/palart.4.06len 113 138 26 Article 9 01 04 Chapter 6. Constraints on Processing Chapter 6. Constraints on Processing 01 04 L1 Transfer and the L2 Initial Mental Grammatical System L1 Transfer and the L2 Initial Mental Grammatical System 1 A01 01 JB code 656250357 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 07 https://benjamins.com/catalog/persons/656250357 01 eng 03 00 This chapter focuses on the nature of the L2 initial mental grammatical system and the related question to what extent L2 learners transfer syntactic structures from their L1 at the L2 initial state. Transfer is viewed within the overall context of a model of the L2 initial mental grammatical system, which is claimed to be underdeveloped and highly constrained. The constraints are spelled out in the Multiple Constraints Hypothesis (Lenzing, 2013) and it is argued that they do not allow for full transfer at the initial state. In keeping with this, the perspective on transfer adopted here is the Developmentally Moderated Transfer Hypothesis (Pienemann, 1998; Pienemann et al., 2005a) and its claim that transfer is constrained by processability. The results of an empirical study of early L2 learners of English with German as L1 are presented that provide support for (a) the Multiple Constraints Hypothesis and (b) the Developmentally Moderated Transfer Hypothesis. In particular, the results indicate that at the initial state of L2 acquisition, L1 transfer merely plays a minor role, as learners predominantly rely on single words, formulaic sequences and both lexically and structurally restricted idiosyncratic utterances. 01 01 JB code palart.4.07buy 06 10.1075/palart.4.07buy 139 168 30 Article 10 01 04 Chapter 7. Studying Receptive Grammar Acquisition within a PT Framework Chapter 7. Studying Receptive Grammar Acquisition within a PT Framework 01 04 A Methodological Exploration A Methodological Exploration 1 A01 01 JB code 413250358 Aafke Buyl Buyl, Aafke Aafke Buyl Vrije Universiteit Brussel 07 https://benjamins.com/catalog/persons/413250358 01 eng 03 00 This paper deals with the applicability of Processability Theory to receptive grammar acquisition. To date, PT has been defined and investigated as a theory of oral language production – based on the psycholinguistic mechanisms that form the basis of the theory. The receptive side of grammar acquisition has received scant attention – in spite of the relevance of such an undertaking for our understanding of (developmental stages in) L2 grammar acquisition. The present paper presents an exploratory study on the applicability of PT to receptive grammar acquisition. Given the relative novelty of this undertaking, considerable attention will be given to the theoretical and methodological issues that arise in exploring this direction in Processability research – in particular those that follow from the concepts of feature unification and emergence, which are central to PT. Subsequently, an exploratory study on the receptive acquisition of English morphology among adult learners of English as a second language (ESL) is conducted. For this study, a self-paced reading task was used to look at learners’ online receptive processing skills of (stage 2, category procedure) genitive -s and past tense -ed, (stage 3, phrasal agreement) plural -s agreement, (stage 4, VP agreement) have + past participle agreement and be + -ing form agreement, and (stage 5, S-procedure) subject-verb agreement 3SGs-s. The self-paced reading task compared learners’ reaction times when processing grammatical sentence segments to their reaction time when processing ungrammatical sentence segments. A significant delay in reaction time when processing ungrammatical items was considered evidence that learners were able to process the targeted morphological phenomenon. Group results and implicational scaling results of the self-paced reading task did not chime with PT. This would suggest that receptive and productive grammar acquisition are independent processes that are (partially) governed by different mechanisms and hence result in different developmental patterns. This conclusion, however, is only a tentative one at this stage. Some methodological issues that may have affected the data are discussed. 01 01 JB code palart.4.08hak 06 10.1075/palart.4.08hak 169 174 6 Article 11 01 04 Chapter 8. Response Paper Chapter 8. Response Paper 01 04 Exploring new Grounds - Turning the PT Kaleidoscope Exploring new Grounds – Turning the PT Kaleidoscope 1 A01 01 JB code 24250359 Gisela Håkansson Håkansson, Gisela Gisela Håkansson Lund University 07 https://benjamins.com/catalog/persons/24250359 01 eng 01 01 JB code palart.4.s3 06 10.1075/palart.4.s3 Section header 12 01 04 Developments in Instructed Second Language Learning Developments in Instructed Second Language Learning 01 eng 01 01 JB code palart.4.09keb 06 10.1075/palart.4.09keb 175 204 30 Article 13 01 04 Chapter 9. PT meets CA Chapter 9. PT meets CA 01 04 Second Language Research at the Crossroads Second Language Research at the Crossroads 1 A01 01 JB code 459250360 Jörg-U. Keßler Keßler, Jörg-U. Jörg-U. Keßler Ludwigsburg University of Education 07 https://benjamins.com/catalog/persons/459250360 2 A01 01 JB code 365250361 Götz Schwab Schwab, Götz Götz Schwab Karlsruhe University of Education 07 https://benjamins.com/catalog/persons/365250361 01 eng 03 00 In this chapter we combine two distinct perspectives on second language research and foreign language learning. On the one hand we make use of the socio-interactional perspective of Conversation Analysis for Second Language Acquisition (CA for SLA) (Schwab 2011), and on the other hand we apply the psycholinguistic approach of the Processability Theory (PT) (Pienemann 1998). From what could be considered as an insurmountable contradiction we believe that the combination of both approaches bear the chance for a better discernment of the issue. By looking at data collected both inside a CLIL (Content and Language Integrated Learning) setting and outside the classroom we provide a comprehensive insight into L2 progress of instructed learners. Additionally, the data analysis within the two distinct frameworks of CA (for SLA) and PT also contributes to extending the explanatory power of PT for instructed SLA by adding a CA (for SLA) perspective. Thus, our chapter aims at sparking a new discussion of interdisciplinary research and theory development. 01 01 JB code palart.4.10bon 06 10.1075/palart.4.10bon 205 238 34 Article 14 01 04 Chapter 10. Instructing Stages of Processability Theory in L2 Spanish Chapter 10. Instructing Stages of Processability Theory in L2 Spanish 01 04 Next or Next + 1? Next or Next + 1? 1 A01 01 JB code 3250362 Carrie L. Bonilla Bonilla, Carrie L. Carrie L. Bonilla University of Maryland 07 https://benjamins.com/catalog/persons/3250362 01 eng 03 00 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. 01 01 JB code palart.4.13ind 06 10.1075/palart.4.13ind 271 274 4 Article 14 01 04 Index Index 01 eng 01 01 JB code palart.4.11dom 06 10.1075/palart.4.11dom 239 262 24 Article 15 01 04 Chapter 11. Implications of the Developmental Stages of Language Acquisition for Classroom Teaching Chapter 11. Implications of the Developmental Stages of Language Acquisition for Classroom Teaching 1 A01 01 JB code 631250363 Evelyn Doman Doman, Evelyn Evelyn Doman University of Macau 07 https://benjamins.com/catalog/persons/631250363 01 eng 03 00 In the field of Second Language Acquisition (SLA), there has been an ongoing debate about the role of instruction between: (1) proponents of strong interface, who are those advocating the position that explicit instruction can lead to acquisition, as supported by advocates of the Grammar-Translation Method (GTM); (2) proponents of no interface, who are those advocating the position that instruction does not lead to acquisition and that input alone through implicit techniques is sufficient; and (3) proponents of weak interface, who are those leaning towards the middle, believing that instruction can lead to acquisition only if it is geared towards the next developmental stage that the learner is ready for, as detailed in the Teachability Hypothesis of Processability Theory (PT). The Teachability Hypothesis states that instruction is most effective when it reflects the stage just beyond the learners’ current interlanguage. The current study is a mixed-method experiment which provided instruction to three English classes at a Chinese university in Macau.Instruction was explicit, implicit, or developmentally moderated. The results show that students in the developmentally-moderated group outperformed their counterparts in the explicit and the implicit groups. This finding lends support to the weak-interface hypothesis. 01 01 JB code palart.4.12roo 06 10.1075/palart.4.12roo 263 270 8 Article 16 01 04 Chapter 12. Response Paper Chapter 12. Response Paper 01 04 Language Teaching and Learning from a PT Perspective Language Teaching and Learning from a PT Perspective 1 A01 01 JB code 175250364 Jana Roos Roos, Jana Jana Roos Paderborn University 07 https://benjamins.com/catalog/persons/175250364 01 eng 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/palart.4 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20151211 C 2015 John Benjamins D 2015 John Benjamins 02 WORLD 13 15 9789027203045 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027267702 21 01 00 Unqualified price 02 99.00 EUR 01 00 Unqualified price 02 83.00 GBP GB 01 00 Unqualified price 02 149.00 USD 404016753 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code PALART 4 GE 15 9789027267702 06 10.1075/palart.4 13 2015034818 00 EA E133 10 01 JB code PALART 02 JB code 2210-6480 02 4.00 01 02 Processability Approaches to Language Acquisition Research & Teaching Processability Approaches to Language Acquisition Research & Teaching 01 01 Theoretical and Methodological Developments in Processability Theory Theoretical and Methodological Developments in Processability Theory 1 B01 01 JB code 910186730 Kristof Baten Baten, Kristof Kristof Baten Ghent University 2 B01 01 JB code 668186731 Aafke Buyl Buyl, Aafke Aafke Buyl Vrije Universiteit Brussel 3 B01 01 JB code 435186732 Katja Lochtman Lochtman, Katja Katja Lochtman Vrije Universiteit Brussel 4 B01 01 JB code 372186733 Mieke Van Herreweghe Van Herreweghe, Mieke Mieke Van Herreweghe Ghent University 01 eng 11 280 03 03 vii 03 00 273 03 24 JB code LIN.COGN Cognition and language 24 JB code LIN.LA Language acquisition 24 JB code LIN.PSYLIN Psycholinguistics 24 JB code LIN.THEOR Theoretical linguistics 10 LAN009000 12 CFDC 01 06 02 00 This edited volume is devoted to expanding the theoretical basis of Processability Theory, a theory of second language development that combines insights in the way speakers generate language and store their language knowledge to predict, describe and explain developmental sequences (Pienemann 1998, 2005). 03 00 This edited volume is devoted to expanding the theoretical basis of Processability Theory, a theory of second language development that combines insights in the way speakers generate language and store their language knowledge to predict, describe and explain developmental sequences (Pienemann 1998, 2005). The aim of the book is to provide a forum for new perspectives focusing on three intersections: (1) the interface between morpho-syntax and discourse/pragmatics/semantics, (2) constraints on processing and receptive processing and (3) developments in instructed second language learning. Each part also includes a response paper, in which the new perspectives, in terms of the theoretical challenges and/or the empirical results of the preceding chapters are discussed. This collection of articles and response papers will be very relevant to students and researchers interested in theoretical aspects of second language acquisition, and more specifically Processability Theory, and clearly indicates that the field is lively and open. 01 00 03 01 01 D503 https://benjamins.com/covers/475/palart.4.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027203045.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027203045.tif 01 01 D503 https://benjamins.com/covers/1200_front/palart.4.hb.png 01 01 D503 https://benjamins.com/covers/125/palart.4.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/palart.4.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/palart.4.hb.png 01 01 JB code palart.4.001ack 06 10.1075/palart.4.001ack vii viii 2 Article 1 01 04 Acknowledgments Acknowledgments 01 01 JB code palart.4.01bat 06 10.1075/palart.4.01bat 1 18 18 Article 2 01 04 Chapter 1. Processability theory Chapter 1. Processability theory 01 04 Assessment of the current state and future perspectives Assessment of the current state and future perspectives 1 A01 01 JB code 512250346 Kristof Baten Baten, Kristof Kristof Baten Research Foundation Flanders (FWO-Vlaanderen) 2 A01 01 JB code 682250347 Aafke Buyl Buyl, Aafke Aafke Buyl Research Foundation Flanders (FWO-Vlaanderen) 3 A01 01 JB code 840250348 Katja Lochtman Lochtman, Katja Katja Lochtman Vrije Universiteit Brussel 4 A01 01 JB code 73250349 Mieke Van Herreweghe Van Herreweghe, Mieke Mieke Van Herreweghe Ghent University 01 01 JB code palart.4.s1 06 10.1075/palart.4.s1 Section header 3 01 04 Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics 01 01 JB code palart.4.02cha 06 10.1075/palart.4.02cha 19 44 26 Article 4 01 04 Chapter 2. Processing Alignments Chapter 2. Processing Alignments 01 04 Semantic, Thematic and Structural Prominence in Samoan SLA Semantic, Thematic and Structural Prominence in Samoan SLA 1 A01 01 JB code 747250350 Helen Charters Charters, Helen Helen Charters University of Auckland 2 A01 01 JB code 948250351 Grant Muagututi’a Muagututi’a, Grant Grant Muagututi’a University of Hawai’i 01 01 JB code palart.4.03zha 06 10.1075/palart.4.03zha 45 70 26 Article 5 01 04 Chapter 3. The emergence of sentence Topic in a Topicprominent language Chapter 3. The emergence of sentence Topic in a Topicprominent language 01 04 A descriptive study of L2 Chinese A descriptive study of L2 Chinese 1 A01 01 JB code 475250352 Yanyin Zhang Zhang, Yanyin Yanyin Zhang The Australian National University 01 01 JB code palart.4.04bat 06 10.1075/palart.4.04bat 71 104 34 Article 6 01 04 Chapter 4. The Acquisition of the Ergative Case in Hindi as a Foreign Language Chapter 4. The Acquisition of the Ergative Case in Hindi as a Foreign Language 1 A01 01 JB code 124250353 Kristof Baten Baten, Kristof Kristof Baten Ghent University 2 A01 01 JB code 297250354 Saartje Verbeke Verbeke, Saartje Saartje Verbeke Research Foundation Flanders (FWO-Vlaanderen) 01 01 JB code palart.4.05len 06 10.1075/palart.4.05len 105 112 8 Article 7 01 04 Chapter 5. Response Paper Chapter 5. Response Paper 01 04 Exploring the Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics Exploring the Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics 1 A01 01 JB code 849250355 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 2 A01 01 JB code 124250356 Manfred Pienemann Pienemann, Manfred Manfred Pienemann Paderborn University 01 01 JB code palart.4.s2 06 10.1075/palart.4.s2 Section header 8 01 04 Constraints on Processing and Receptive Processing Constraints on Processing and Receptive Processing 01 01 JB code palart.4.06len 06 10.1075/palart.4.06len 113 138 26 Article 9 01 04 Chapter 6. Constraints on Processing Chapter 6. Constraints on Processing 01 04 L1 Transfer and the L2 Initial Mental Grammatical System L1 Transfer and the L2 Initial Mental Grammatical System 1 A01 01 JB code 656250357 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 01 01 JB code palart.4.07buy 06 10.1075/palart.4.07buy 139 168 30 Article 10 01 04 Chapter 7. Studying Receptive Grammar Acquisition within a PT Framework Chapter 7. Studying Receptive Grammar Acquisition within a PT Framework 01 04 A Methodological Exploration A Methodological Exploration 1 A01 01 JB code 413250358 Aafke Buyl Buyl, Aafke Aafke Buyl Vrije Universiteit Brussel 01 01 JB code palart.4.08hak 06 10.1075/palart.4.08hak 169 174 6 Article 11 01 04 Chapter 8. Response Paper Chapter 8. Response Paper 01 04 Exploring new Grounds - Turning the PT Kaleidoscope Exploring new Grounds – Turning the PT Kaleidoscope 1 A01 01 JB code 24250359 Gisela Håkansson Håkansson, Gisela Gisela Håkansson Lund University 01 01 JB code palart.4.s3 06 10.1075/palart.4.s3 Section header 12 01 04 Developments in Instructed Second Language Learning Developments in Instructed Second Language Learning 01 01 JB code palart.4.09keb 06 10.1075/palart.4.09keb 175 204 30 Article 13 01 04 Chapter 9. PT meets CA Chapter 9. PT meets CA 01 04 Second Language Research at the Crossroads Second Language Research at the Crossroads 1 A01 01 JB code 459250360 Jörg-U. Keßler Keßler, Jörg-U. Jörg-U. Keßler Ludwigsburg University of Education 2 A01 01 JB code 365250361 Götz Schwab Schwab, Götz Götz Schwab Karlsruhe University of Education 01 01 JB code palart.4.10bon 06 10.1075/palart.4.10bon 205 238 34 Article 14 01 04 Chapter 10. Instructing Stages of Processability Theory in L2 Spanish Chapter 10. Instructing Stages of Processability Theory in L2 Spanish 01 04 Next or Next + 1? Next or Next + 1? 1 A01 01 JB code 3250362 Carrie L. Bonilla Bonilla, Carrie L. Carrie L. Bonilla University of Maryland 01 01 JB code palart.4.13ind 06 10.1075/palart.4.13ind 271 274 4 Article 14 01 04 Index Index 01 01 JB code palart.4.11dom 06 10.1075/palart.4.11dom 239 262 24 Article 15 01 04 Chapter 11. Implications of the Developmental Stages of Language Acquisition for Classroom Teaching Chapter 11. Implications of the Developmental Stages of Language Acquisition for Classroom Teaching 1 A01 01 JB code 631250363 Evelyn Doman Doman, Evelyn Evelyn Doman University of Macau 01 01 JB code palart.4.12roo 06 10.1075/palart.4.12roo 263 270 8 Article 16 01 04 Chapter 12. Response Paper Chapter 12. Response Paper 01 04 Language Teaching and Learning from a PT Perspective Language Teaching and Learning from a PT Perspective 1 A01 01 JB code 175250364 Jana Roos Roos, Jana Jana Roos Paderborn University 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20151211 C 2015 John Benjamins D 2015 John Benjamins 02 WORLD 13 15 9789027203045 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 99.00 EUR 01 00 Unqualified price 00 83.00 GBP 01 00 Unqualified price 00 149.00 USD