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