Developing, Modelling and Assessing Second Languages

Editors

Jörg-U. Keßler | Ludwigsburg University of Education

Anke Lenzing | Paderborn University

Mathias Liebner | Carl-von-Ossietzky Gymnasium Bonn

Hardbound – Available

ISBN 9789027203052 | EUR 99.00 | USD 149.00

e-Book – Open Access Download from our e-platform

ISBN 9789027267191

This edited volume brings together the work of a number of researchers working in the framework of Processability Theory (PT), a psycholinguistic theory of second language acquisition (SLA) (Pienemann 1998; 2005). The aim of the volume is two-fold: It engages with current issues in both theory development and theory application and focuses on theoretical developments within the framework of PT as well as issues related to second language teaching and assessment. In coordinating approaches to addressing both theoretical and applied aspects of SLA, this volume aims at bridging the gap between theory and practice. It also reflects the richness of debate within the field of PT-based research. The volume is intended for postgraduate students, SLA researchers as well as language teachers.

As of January 2019, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched.

[Processability Approaches to Language Acquisition Research & Teaching, 5] 2016. xviii, 244 pp.

Publishing status: Available
Published online on 1 July 2016

Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

https://doi.org/10.1075/palart.5

Table of Contents

Acknowledgements | pp. vii–viii

Modelling and assessing second language acquisition: 30 years onwards

Anke Lenzing | pp. xi–xiv

About this book | pp. xv–xviii

Theory Development

The development of argument structure in the initial L2 mental grammatical system

Anke Lenzing | pp. 3–34

Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers: A cross-sectional study

Satomi Kawaguchi | pp. 35–64

Processability Theory and language development in children with Specific Language Impairment

Gisela Håkansson | pp. 65–78

Testing the Developmentally Moderated Transfer Hypothesis: The initial state and the role of the L2 in L3 acquisition*

Manfred Pienemann, Anke Lenzing and Jörg-U. Keßler | pp. 79–98

Theory Assessment

The ‘tense’ issue: Variable past tense marking by advanced end-state Chinese speakers of L2 English

Yanyin Zhang and Bo Liu | pp. 101–120

Acquisition as a gradual process: Second language development in the EFL classroom

Jana Roos | pp. 121–134

Psychometric approaches to language testing and linguistic profiling – A complementary relationship?

Katharina Hagenfeld | pp. 135–162

Assessing linguistic levels of L2 English in primary school programs

Esther Maier, Lea Neubauer, Katharina Ponto, Stefanie Couve de Murville and Kristin Kersten | pp. 163–192

Diagnosing L2-English in the communicative EFL Classroom: A task-based approach to individual and developmentally moderated focus on form in a meaning-focused setting

Jörg-U. Keßler and Mathias Liebner | pp. 193–206

The cognitive processes elicited by L2 listening test tasks – A validation study

Henning Rossa | pp. 207–238

About the Authors | pp. 239–242

Index | pp. 243–244

“Keßler et al. have accomplished their objective to bring together theory development and theory application within the framework of PT. Along with insightful implications for L2 teaching and assessment, this bridging of theory and practice is one of the many hallmarks of their volume that will catch the attention of readers interested in PT-based research. The book makes a valuable contribution to L2 acquisition and PT research and should be on the ‘reading wish list’ of researchers, language teachers, graduate students, and anyone interested in psycholinguistic approaches to L2 acquisition.”

John W. Schwieter, Wilfrid Laurier University, in Applied Linguistics 38(5): 771-774

Cited by (2)

Cited by two other publications

Kawaguchi, Satomi, Bruno Di Biase & Yumiko Yamaguchi

2023. Chapter 1. Processability Theory, second language learning and teaching in the Asia-Pacific region. In Processability and Language Acquisition in the Asia-Pacific Region [Processability Approaches to Language Acquisition Research & Teaching, 9], ► pp. 1 ff.

Cloutier, Robert, Nuria Yáñez-Bouza, Radosław Święciński, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, Lieselotte Anderwald, Alexander Kautzsch, Sven Leuckert, Tihana Kraš, Alessia Cogo, Tian Gan, Ida Parise & Jessica Norledge

2018. IEnglish Language. The Year's Work in English Studies 97:1 ► pp. 1 ff.

This list is based on CrossRef data as of 25 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects