Developing, Modelling and Assessing Second Languages

Editors
| Ludwigsburg University of Education
| Paderborn University
| Carl-von-Ossietzky Gymnasium Bonn
HardboundAvailable
ISBN 9789027203052 | EUR 99.00 | USD 149.00
 
e-Book Open Access
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.

Publishing status: Available
The e-Book is available under a CC BY-NC-ND 4.0 license.
Table of Contents
Acknowledgements
vii–viii
Modelling and assessing second language acquisition: 30 years onwards
Anke Lenzing
xi–xiv
About this book
xv–xviii
Theory Development
The development of argument structure in the initial L2 mental grammatical system
Anke Lenzing
3–34
Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers: A cross-sectional study
Satomi Kawaguchi
35–64
Processability Theory and language development in children with Specific Language Impairment
Gisela Håkansson
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
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
101–120
Acquisition as a gradual process: Second language development in the EFL classroom
Jana Roos
121–134
Psychometric approaches to language testing and linguistic profiling – A complementary relationship?
Katharina Hagenfeld
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
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
193–206
The cognitive processes elicited by L2 listening test tasks – A validation study
Henning Rossa
207–238
About the Authors
239–242
Index
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.”
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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. Crossref logo

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Subjects
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2016004379