Part of
Developing, Modelling and Assessing Second Languages
Edited by Jörg-U. Keßler, Anke Lenzing and Mathias Liebner
[Processability Approaches to Language Acquisition Research & Teaching 5] 2016
► pp. 334
References (17)
References
Alsina, A. 1996. The role of argument structure in grammar: Evidence from Romance. Stanford, CA: CSLI.Google Scholar
Bresnan, J. (2001). Lexical-Functional Syntax. Malden, MA: Blackwell.Google Scholar
Bresnan, J., & Kanerva, J. (1989). Locative inversion in Chichewa: A case study of factorization in Grammar. Linguistic Inquiry 20(1): 1-50.Google Scholar
Dalrymple, M. (2001). Syntax and semantics. Lexical functional grammar. Vol. 34. San Diego, CA: Academic Press. DOI logoGoogle Scholar
Falk, Y. (2001). Lexical-functional grammar: An introduction to parallel constraint-based syntax. Stanford, CA: CSLI.Google Scholar
Fabri, R. (2008). Lexical functional grammar. In J.-U. Keßler (Ed.), Processability approaches to second language acquisition: Development and second language learning (pp. 31-67). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Gass, S., & Mackey, A. (2007). Data elicitation for second and foreign language research. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Gerngross, G., & Puchta, H. (2003a). Playway 3 rainbow edition. Teacher’s book. Innsbruck: Helbling/ Leipzig: Klett.Google Scholar
. (2003b). Playway 4 rainbow edition. Teacher’s book. Innsbruck: Helbling & Leipzig: Klett.Google Scholar
Johnstone, R. (2000). Context-sensitive assessment of modern languages in primary (elementary) and secondary education: Scotland and the European experience. Language Testing 17(2), 123-143.Google Scholar
Mackey, A., & Gass, S. (2005). Second language research. Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Pienemann, M. (1998). Language processing and second language development. Processability Theory. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Pienemann, M, & Lenzing, A. (2015). Processability Theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition. An introduction, 2nd edition (pp. 159-179). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Pienemann, M., & Mackey, A. (1993). An empirical study of children’s ESL development and Rapid Profile. In P. McKay (Ed.), ESL development. Language and literacy in schools (Vol. 2; pp. 115-259). Canberra: Commonwealth of Australia and National Languages and Literacy Institute of Australia.Google Scholar
Pienemann, M., DiBiase, B., & Kawaguchi, S. (2005). Extending Processability Theory. In M. Pienemann (Ed.), Cross- linguistic aspects of Processability Theory (pp. 199-251). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Roos, J. (2007). Spracherwerb und Sprachproduktion: Lernziele und Lernergebnisse im Englischunterricht der Grundschule. Tübingen: Gunter Narr.Google Scholar