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123008077 03 01 01 JB John Benjamins Publishing Company 01 JB code PALART 5 Eb 15 9789027267191 06 10.1075/palart.5 13 2016012812 DG 002 02 01 PALART 02 2210-6480 Processability Approaches to Language Acquisition Research & Teaching 5 <TitleType>01</TitleType> <TitleText textformat="02">Developing, Modelling and Assessing Second Languages</TitleText> 01 palart.5 01 https://benjamins.com 02 https://benjamins.com/catalog/palart.5 1 B01 Jörg-U. Keßler Keßler, Jörg-U. Jörg-U. Keßler Ludwigsburg University of Education 2 B01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 3 B01 Mathias Liebner Liebner, Mathias Mathias Liebner Carl-von-Ossietzky Gymnasium Bonn 01 eng 262 xviii 244 LAN009000 v.2006 CFDC 2 24 JB Subject Scheme LIN.COGN Cognition and language 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.PSYLIN Psycholinguistics 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 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.<br />As of January 2019, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched. 46 01 http://creativecommons.org/licenses/by-nc-nd/4.0/ 47 Open access -- this title is available under a CC BY-NC-ND license. For full details, see: http://creativecommons.org/licenses/by-nc-nd/4.0/ 05 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 04 09 01 https://benjamins.com/covers/475/palart.5.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027203052.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027203052.tif 06 09 01 https://benjamins.com/covers/1200_front/palart.5.hb.png 07 09 01 https://benjamins.com/covers/125/palart.5.png 25 09 01 https://benjamins.com/covers/1200_back/palart.5.hb.png 27 09 01 https://benjamins.com/covers/3d_web/palart.5.hb.png 10 01 JB code palart.5.001ack vii viii 2 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgements</TitleText> 10 01 JB code palart.5.002int xi xiv 4 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">Modelling and assessing second language acquisition</TitleText> <Subtitle textformat="02">30 years onwards</Subtitle> 1 A01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 10 01 JB code palart.5.003abo xv xviii 4 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">About this book</TitleText> 10 01 JB code palart.5.s1 Section header 4 <TitleType>01</TitleType> <TitleText textformat="02">Theory Development</TitleText> 10 01 JB code palart.5.01len 3 34 32 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">The development of argument structure in the initial L2 mental grammatical system</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">development of argument structure in the initial L2 mental grammatical system</TitleWithoutPrefix> 1 A01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 01 This chapter investigates the development of argument structure in early L2 acquisition. I view argument structure and its development within the context of the <i>Multiple Constraints Hypothesis</i> (Lenzing 2013) and its core claim that the L2 initial mental grammatical system is constrained at the different levels of linguistic representation. I argue that at the beginning of the L2 acquisition process, argument structure is not fully developed. In particular, I claim that essential syntactic features are missing which are required to align semantic and syntactic information in the L2 speech production process. The constraints on argument structure lead to direct mapping processes from arguments to surface form. I present a combined cross-sectional and longitudinal study of beginning learners of L2 English with German as L1 in a formal context. The analysis of the oral speech production data focuses on argument structure and its development in the L2 acquisition process. The results of the analysis support my claims concerning the initial constraints at the level of argument structure. 10 01 JB code palart.5.02kaw 35 64 30 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers</TitleText> <Subtitle textformat="02">A cross-sectional study</Subtitle> 1 A01 Satomi Kawaguchi Kawaguchi, Satomi Satomi Kawaguchi School of Humanities & Communication Arts, Bilingual Research Lab & MARCS Institute, Western Sydney University 01 This study investigates the relationship between vocabulary size (Nation and Beglar 2007) and syntactic learning in English as a second language (ESL) using the framework of Processability Theory (PT, Pienemann 1998, Pienemann et al. 2005). In particular, the study focuses on the syntactic development of question sentences and argument mapping in conjunction with the learner&#8217;s current vocabulary size. Nine adult Japanese L1-English L2 speakers in Australia were selected out of a total sample of 22 who sat for the vocabulary size test, three each from Top, Middle and Low vocabulary sizes, to perform two language production tasks: (1) a &#8216;spot the differences&#8217; task, used for speech profiling and (2) a translation task involving a range of verb categories including unaccusative verbs, psych verbs, as well as passive and causative constructions. The linguistic production of each informant was analysed against PT syntactic stages (Bettoni &#38; Di Biase, 2015) in question sentences and argument mapping. Results suggest that vocabulary and syntactic development progress hand-in-hand. However Low and Mid vocabulary size ESL learners have problems in specific areas of syntax. High vocabulary learners, on the other hand, were able to cope with the whole range of verbs and syntactic constructions investigated in this study. Question sentences and argument mapping were found to be key indicators of ESL learners&#8217; syntactic development. The broad goal of this investigation is to promote intermediate-advanced learners in ESL. 10 01 JB code palart.5.03hak 65 78 14 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Processability Theory and language development in children with Specific Language Impairment</TitleText> 1 A01 Gisela Håkansson Håkansson, Gisela Gisela Håkansson Lund University 01 Children with Specific Language Impairment (SLI) represent a special group among young monolingual children, since they have problems acquiring their first language. Most research deals with English-speaking children, and points to bound morphology as the problematic area. However, cross-linguistic studies show that SLI characteristics differ between languages, and that it is not always bound morphology that is affected but sometimes other phenomena, for example syntax or function words. The seemingly contradictory findings can be accommodated within Processability Theory (PT) and from the point of view of feature unification at different levels of processability. Focussing on individual performances instead of group means changes the perspective and makes it possible to analyze children with SLI as learners along a developmental continuum. 10 01 JB code palart.5.04pie 79 98 20 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">Testing the Developmentally Moderated Transfer Hypothesis</TitleText> <Subtitle textformat="02">The initial state and the role of the L2 in L3 acquisition&#42;</Subtitle> 1 A01 Manfred Pienemann Pienemann, Manfred Manfred Pienemann Paderborn University and Newcastle University, UK 2 A01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 3 A01 Jörg-U. Keßler Keßler, Jörg-U. Jörg-U. Keßler Ludwigsburg University of Education 01 This paper focuses on one specific aspect of the Developmentally Moderated Transfer Hypothesis (Pienemann et al. 2005), namely the role of the L2 in L3 acquisition. The research presented in this paper was prompted by the L2 transfer hypothesis put forward by Bohnacker (2006) and Bardel and Falk (2007). According to this hypothesis, learners transfer features from the L2 to the L3, but not from the L1 to the L3. This proposal is partly in conflict with the Developmentally Moderated Transfer Hypothesis which predicts that learners transfer features from the L1 or the L2 to the new language when they are developmentally ready to acquire the features to be transferred, but not before.The articles by Bohnacker (2006) and Bardel and Falk (2007) are attempted rebuttals of H&#229;kansson, et al.&#8217;s (2002) work on L1 transfer and aspects of the underlying theory: Processability Theory (Pienemann 1998). The article by H&#229;kansson, et al. presented empirical evidence showing that Swedish learners of L2 German do not transfer V2 at the initial state although both are V2 languages. Bohnacker (2006) and Bardel and Falk (2007) claim that the non-transfer of V2 is due to the influence of the L2. They further claim to have shown in their own study that the initial L3 word order is determined by the L2, irrespective of the structure of the L1 and independently from constraints on processability.In their response to Bohnacker (2006), Pienemann and H&#229;kansson (2007) demonstrated that Bohnacker&#8217;s informants had reached an advanced level of acquisition and that this set of data was not suitable to test hypotheses about transfer in the initial state.In this paper we review the study by Bardel and Falk (2007) and present the gist of an extensive replication of this study. We show that Bardel and Falk&#8217;s study is based on a very limited database and on theoretical concepts that lack validity, in particular the notion of a &#8220;strongest L2&#8221; which is crucial to Bardel and Falk&#8217;s approach.Our replication study shows that the initial L3 word order and the initial position of negation is neither determined by the L1 nor by the L2 and that it can be predicted on the basis of processability. 10 01 JB code palart.5.s2 Section header 9 <TitleType>01</TitleType> <TitleText textformat="02">Theory Assessment</TitleText> 10 01 JB code palart.5.05zha 101 120 20 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">The &#8216;tense&#8217; issue</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">&#8216;tense&#8217; issue</TitleWithoutPrefix> <Subtitle textformat="02">Variable past tense marking by advanced end-state Chinese speakers of L2 English</Subtitle> 1 A01 Yanyin Zhang Zhang, Yanyin Yanyin Zhang The Australian National University 2 A01 Bo Liu Liu, Bo Bo Liu The Australian National University 01 Chinese learners of L2 English tend to show variable past tense -<i>ed</i> marking even at an advanced proficiency level. The source of this problem has been explored and debated extensively but no conclusion has been reached (see Beck 1997; Lardiere 1998a/b; Hawkins &#38; Liszka 2003). In this study we continue the investigation by testing two hypotheses: (a) the variable past tense marking is a reflection of the training learners have received during their university study, and (b) rigorous training discourages the &#8216;bad choices&#8217; being made. Through examining the L2 English speeches of 9 advanced end-state L1 Chinese speakers who had learned English in either top-notch or non-top-notch programmes in China, we found that rigorous training programmes did indeed lead to a high level of ultimate attainment in the past-marking albeit not at the native-like level. It also inhibits &#8216;bad choices,&#8217; ensuring a uniform high rate of L2 English morphological marking. 10 01 JB code palart.5.06roo 121 134 14 Article 11 <TitleType>01</TitleType> <TitleText textformat="02">Acquisition as a gradual process</TitleText> <Subtitle textformat="02">Second language development in the EFL classroom</Subtitle> 1 A01 Jana Roos Roos, Jana Jana Roos Paderborn University 01 This chapter explores the potential of communicative tasks with a developmentally moderated focus on form to promote the acquisition of grammatical features in the EFL classroom. Task-based language teaching in combination with a focus on form is discussed as a methodological approach that can provide learners who are developmentally ready to acquire a structure with opportunities to use it spontaneously and productively in different contexts. Examples of task-based interactions between German learners of English at different levels of acquisition will be presented that illustrate how such tasks can be used to stimulate the acquisition process in the classroom. 10 01 JB code palart.5.07hag 135 162 28 Article 12 <TitleType>01</TitleType> <TitleText textformat="02">Psychometric approaches to language testing and linguistic profiling &#8211; A complementary relationship&#63;</TitleText> 1 A01 Katharina Hagenfeld Hagenfeld, Katharina Katharina Hagenfeld University of Paderborn 01 The present study investigates as to whether and to what extent Linguistic Profiling can complement shortcomings of proficiency rating scales that are based on the Common European Framework of Reference (CEFR) (CoE 2001). In order to shed light on possible interfaces between the second language acquisition theory Processability Theory (PT) (Pienemann 1998, 2005) and the CEFR, learners were rated according to the CEFR and diagnosed with two linguistic profiling tools: Rapid Profile (Mackey, Pienemann, &#38; Thornton 1991; Pienemann &#38; Mackey 1993; Ke&#223;ler 2006, 2008) and Autoprofile (Lin 2012). The emergence criterion (Pienemann 1998; Pallotti 2007) as used in PT as the starting point to determine acquisition is highly predictive in nature and thus taken as the point of departure of an integration of PT into the CEFR. The results show correspondences between CEFR levels and PT stages and suggest a reexamination of early CEFR levels in terms of the complexity of operations beginning learners are assumed to manage. 10 01 JB code palart.5.08mai 163 192 30 Article 13 <TitleType>01</TitleType> <TitleText textformat="02">Assessing linguistic levels of L2 English in primary school programs</TitleText> 1 A01 Esther Maier Maier, Esther Esther Maier University of Hildesheim 2 A01 Lea Neubauer Neubauer, Lea Lea Neubauer University of Hildesheim 3 A01 Katharina Ponto Ponto, Katharina Katharina Ponto University of Hildesheim 4 A01 Stefanie Couve de Murville Couve de Murville, Stefanie Stefanie Couve de Murville University of Hildesheim 5 A01 Kristin Kersten Kersten, Kristin Kristin Kersten University of Hildesheim 01 This paper compares the outcomes of different studies on the L2 acquisition of English in different primary school settings within the framework of Processability Theory (PT). The results show that children from immersion (IM) programs tend to reach higher stages compared to pupils from traditional teaching programs. The intensity and the duration of L2 classroom contact show the strongest effect on the test results. Prior experience with the L2 before primary school also has a significant effect, while sex, age and home language use do not influence the level of attainment reached by the learners. In addition, the study investigates the suitability of linguistic profiling for highly advanced young learners of English, as well as the communicative tasks used for data elicitation. Recommendations for an adaptation of the tasks are derived from the observations. 10 01 JB code palart.5.09lie 193 206 14 Article 14 <TitleType>01</TitleType> <TitleText textformat="02">Diagnosing L2-English in the communicative EFL Classroom</TitleText> <Subtitle textformat="02">A task-based approach to individual and developmentally moderated focus on form in a meaning-focused setting</Subtitle> 1 A01 Jörg-U. Keßler Keßler, Jörg-U. Jörg-U. Keßler Ludwigsburg University of Education 2 A01 Mathias Liebner Liebner, Mathias Mathias Liebner Carl-von-Ossietzky Gymnasium in Bonn 01 In this paper, we outline a solution to the problem that teachers for students in heterogeneous EFL classrooms need to provide lessons that enable language acquisition at different levels (here: stages of the PT Hierarchy). Therefore, we describe a learner- and learning-centred application of <i>Processability Theory</i> (henceforth PT; Pienemann 1998 and 2005) which covers a teaching unit that combines a communicative teaching approach with Second Language Acquisition diagnosis in order to foster L2 acquisition of individual learners in heterogeneous EFL classrooms. The focus here will be on how teachers can cope with heterogeneity in the classroom by offering suitable teaching units. We show how a combination of <i>Task-based Language Teaching</i> (e.g. Ellis 2003; Eckerth &#38; Siepmann 2008) and PT provide the necessary theoretical framework for this teaching unit. Furthermore, <i>Rapid Profile</i> and the <i>Diagnostic Task Cycle</i> (Ke&#223;ler 2008) are used within this overall framework for the teaching unit presented in this paper. This diagnostic approach should be seen as conceptual since it can be applied to various classroom settings. In the example presented here, students read a novel suitable for teenagers and produce <i>Podcasts</i> and thereby record natural communication in the classroom. This learner output delivers precise knowledge about second language development of each learner in a classroom. On this basis, the teacher can offer developmentally moderated treatment (e.g. Ke&#223;ler 2008) and developmentally moderated focus on form (Di Biase 2008) to individual learners in heterogeneous EFL classrooms. 10 01 JB code palart.5.10ros 207 238 32 Article 15 <TitleType>01</TitleType> <TitleText textformat="02">The cognitive processes elicited by L2 listening test tasks &#8211; A validation study</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">cognitive processes elicited by L2 listening test tasks &#8211; A validation study</TitleWithoutPrefix> 1 A01 Henning Rossa Rossa, Henning Henning Rossa TU Dortmund University 01 This paper is concerned with an investigation into the validity of a listening comprehension test that was developed for a large-scale assessment project. The study draws on qualitative data, employing a think-aloud technique and stimulated recall interviews. The informants (n=18) were purposefully and randomly sampled from a group (n=121) of year 9 learners (ages 14&#8211;16) of English as a foreign language (EFL) in German schools. Subjects were asked to think aloud while they were solving the multiple choice-items of the listening test. Construct-relevant and -irrelevant processes were identified and analysed with regard to their distribution across the two subsamples and their relative contribution to correct item responses. The results provide validity evidence for the listening tests in general. A few few test items, however, were shown to elicit test-taking processes and strategies that compromise the measurement outcomes.1. Introduction 10 01 JB code palart.5.11abo 239 242 4 Article 16 <TitleType>01</TitleType> <TitleText textformat="02">About the Authors</TitleText> 10 01 JB code palart.5.12ind 243 244 2 Article 17 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20160629 2016 John Benjamins 02 WORLD 13 15 9789027203052 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 40 01 554008076 03 01 01 JB John Benjamins Publishing Company 01 JB code PALART 5 Hb 15 9789027203052 13 2016004379 BB 01 PALART 02 2210-6480 Processability Approaches to Language Acquisition Research & Teaching 5 <TitleType>01</TitleType> <TitleText textformat="02">Developing, Modelling and Assessing Second Languages</TitleText> 01 palart.5 01 https://benjamins.com 02 https://benjamins.com/catalog/palart.5 1 B01 Jörg-U. Keßler Keßler, Jörg-U. Jörg-U. Keßler Ludwigsburg University of Education 2 B01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 3 B01 Mathias Liebner Liebner, Mathias Mathias Liebner Carl-von-Ossietzky Gymnasium Bonn 01 eng 262 xviii 244 LAN009000 v.2006 CFDC 2 24 JB Subject Scheme LIN.COGN Cognition and language 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.PSYLIN Psycholinguistics 24 JB Subject Scheme LIN.THEOR Theoretical linguistics 06 01 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.<br />As of January 2019, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched. 05 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 04 09 01 https://benjamins.com/covers/475/palart.5.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027203052.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027203052.tif 06 09 01 https://benjamins.com/covers/1200_front/palart.5.hb.png 07 09 01 https://benjamins.com/covers/125/palart.5.png 25 09 01 https://benjamins.com/covers/1200_back/palart.5.hb.png 27 09 01 https://benjamins.com/covers/3d_web/palart.5.hb.png 10 01 JB code palart.5.001ack vii viii 2 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgements</TitleText> 10 01 JB code palart.5.002int xi xiv 4 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">Modelling and assessing second language acquisition</TitleText> <Subtitle textformat="02">30 years onwards</Subtitle> 1 A01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 10 01 JB code palart.5.003abo xv xviii 4 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">About this book</TitleText> 10 01 JB code palart.5.s1 Section header 4 <TitleType>01</TitleType> <TitleText textformat="02">Theory Development</TitleText> 10 01 JB code palart.5.01len 3 34 32 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">The development of argument structure in the initial L2 mental grammatical system</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">development of argument structure in the initial L2 mental grammatical system</TitleWithoutPrefix> 1 A01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 01 This chapter investigates the development of argument structure in early L2 acquisition. I view argument structure and its development within the context of the <i>Multiple Constraints Hypothesis</i> (Lenzing 2013) and its core claim that the L2 initial mental grammatical system is constrained at the different levels of linguistic representation. I argue that at the beginning of the L2 acquisition process, argument structure is not fully developed. In particular, I claim that essential syntactic features are missing which are required to align semantic and syntactic information in the L2 speech production process. The constraints on argument structure lead to direct mapping processes from arguments to surface form. I present a combined cross-sectional and longitudinal study of beginning learners of L2 English with German as L1 in a formal context. The analysis of the oral speech production data focuses on argument structure and its development in the L2 acquisition process. The results of the analysis support my claims concerning the initial constraints at the level of argument structure. 10 01 JB code palart.5.02kaw 35 64 30 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers</TitleText> <Subtitle textformat="02">A cross-sectional study</Subtitle> 1 A01 Satomi Kawaguchi Kawaguchi, Satomi Satomi Kawaguchi School of Humanities & Communication Arts, Bilingual Research Lab & MARCS Institute, Western Sydney University 01 This study investigates the relationship between vocabulary size (Nation and Beglar 2007) and syntactic learning in English as a second language (ESL) using the framework of Processability Theory (PT, Pienemann 1998, Pienemann et al. 2005). In particular, the study focuses on the syntactic development of question sentences and argument mapping in conjunction with the learner&#8217;s current vocabulary size. Nine adult Japanese L1-English L2 speakers in Australia were selected out of a total sample of 22 who sat for the vocabulary size test, three each from Top, Middle and Low vocabulary sizes, to perform two language production tasks: (1) a &#8216;spot the differences&#8217; task, used for speech profiling and (2) a translation task involving a range of verb categories including unaccusative verbs, psych verbs, as well as passive and causative constructions. The linguistic production of each informant was analysed against PT syntactic stages (Bettoni &#38; Di Biase, 2015) in question sentences and argument mapping. Results suggest that vocabulary and syntactic development progress hand-in-hand. However Low and Mid vocabulary size ESL learners have problems in specific areas of syntax. High vocabulary learners, on the other hand, were able to cope with the whole range of verbs and syntactic constructions investigated in this study. Question sentences and argument mapping were found to be key indicators of ESL learners&#8217; syntactic development. The broad goal of this investigation is to promote intermediate-advanced learners in ESL. 10 01 JB code palart.5.03hak 65 78 14 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">Processability Theory and language development in children with Specific Language Impairment</TitleText> 1 A01 Gisela Håkansson Håkansson, Gisela Gisela Håkansson Lund University 01 Children with Specific Language Impairment (SLI) represent a special group among young monolingual children, since they have problems acquiring their first language. Most research deals with English-speaking children, and points to bound morphology as the problematic area. However, cross-linguistic studies show that SLI characteristics differ between languages, and that it is not always bound morphology that is affected but sometimes other phenomena, for example syntax or function words. The seemingly contradictory findings can be accommodated within Processability Theory (PT) and from the point of view of feature unification at different levels of processability. Focussing on individual performances instead of group means changes the perspective and makes it possible to analyze children with SLI as learners along a developmental continuum. 10 01 JB code palart.5.04pie 79 98 20 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">Testing the Developmentally Moderated Transfer Hypothesis</TitleText> <Subtitle textformat="02">The initial state and the role of the L2 in L3 acquisition&#42;</Subtitle> 1 A01 Manfred Pienemann Pienemann, Manfred Manfred Pienemann Paderborn University and Newcastle University, UK 2 A01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 3 A01 Jörg-U. Keßler Keßler, Jörg-U. Jörg-U. Keßler Ludwigsburg University of Education 01 This paper focuses on one specific aspect of the Developmentally Moderated Transfer Hypothesis (Pienemann et al. 2005), namely the role of the L2 in L3 acquisition. The research presented in this paper was prompted by the L2 transfer hypothesis put forward by Bohnacker (2006) and Bardel and Falk (2007). According to this hypothesis, learners transfer features from the L2 to the L3, but not from the L1 to the L3. This proposal is partly in conflict with the Developmentally Moderated Transfer Hypothesis which predicts that learners transfer features from the L1 or the L2 to the new language when they are developmentally ready to acquire the features to be transferred, but not before.The articles by Bohnacker (2006) and Bardel and Falk (2007) are attempted rebuttals of H&#229;kansson, et al.&#8217;s (2002) work on L1 transfer and aspects of the underlying theory: Processability Theory (Pienemann 1998). The article by H&#229;kansson, et al. presented empirical evidence showing that Swedish learners of L2 German do not transfer V2 at the initial state although both are V2 languages. Bohnacker (2006) and Bardel and Falk (2007) claim that the non-transfer of V2 is due to the influence of the L2. They further claim to have shown in their own study that the initial L3 word order is determined by the L2, irrespective of the structure of the L1 and independently from constraints on processability.In their response to Bohnacker (2006), Pienemann and H&#229;kansson (2007) demonstrated that Bohnacker&#8217;s informants had reached an advanced level of acquisition and that this set of data was not suitable to test hypotheses about transfer in the initial state.In this paper we review the study by Bardel and Falk (2007) and present the gist of an extensive replication of this study. We show that Bardel and Falk&#8217;s study is based on a very limited database and on theoretical concepts that lack validity, in particular the notion of a &#8220;strongest L2&#8221; which is crucial to Bardel and Falk&#8217;s approach.Our replication study shows that the initial L3 word order and the initial position of negation is neither determined by the L1 nor by the L2 and that it can be predicted on the basis of processability. 10 01 JB code palart.5.s2 Section header 9 <TitleType>01</TitleType> <TitleText textformat="02">Theory Assessment</TitleText> 10 01 JB code palart.5.05zha 101 120 20 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">The &#8216;tense&#8217; issue</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">&#8216;tense&#8217; issue</TitleWithoutPrefix> <Subtitle textformat="02">Variable past tense marking by advanced end-state Chinese speakers of L2 English</Subtitle> 1 A01 Yanyin Zhang Zhang, Yanyin Yanyin Zhang The Australian National University 2 A01 Bo Liu Liu, Bo Bo Liu The Australian National University 01 Chinese learners of L2 English tend to show variable past tense -<i>ed</i> marking even at an advanced proficiency level. The source of this problem has been explored and debated extensively but no conclusion has been reached (see Beck 1997; Lardiere 1998a/b; Hawkins &#38; Liszka 2003). In this study we continue the investigation by testing two hypotheses: (a) the variable past tense marking is a reflection of the training learners have received during their university study, and (b) rigorous training discourages the &#8216;bad choices&#8217; being made. Through examining the L2 English speeches of 9 advanced end-state L1 Chinese speakers who had learned English in either top-notch or non-top-notch programmes in China, we found that rigorous training programmes did indeed lead to a high level of ultimate attainment in the past-marking albeit not at the native-like level. It also inhibits &#8216;bad choices,&#8217; ensuring a uniform high rate of L2 English morphological marking. 10 01 JB code palart.5.06roo 121 134 14 Article 11 <TitleType>01</TitleType> <TitleText textformat="02">Acquisition as a gradual process</TitleText> <Subtitle textformat="02">Second language development in the EFL classroom</Subtitle> 1 A01 Jana Roos Roos, Jana Jana Roos Paderborn University 01 This chapter explores the potential of communicative tasks with a developmentally moderated focus on form to promote the acquisition of grammatical features in the EFL classroom. Task-based language teaching in combination with a focus on form is discussed as a methodological approach that can provide learners who are developmentally ready to acquire a structure with opportunities to use it spontaneously and productively in different contexts. Examples of task-based interactions between German learners of English at different levels of acquisition will be presented that illustrate how such tasks can be used to stimulate the acquisition process in the classroom. 10 01 JB code palart.5.07hag 135 162 28 Article 12 <TitleType>01</TitleType> <TitleText textformat="02">Psychometric approaches to language testing and linguistic profiling &#8211; A complementary relationship&#63;</TitleText> 1 A01 Katharina Hagenfeld Hagenfeld, Katharina Katharina Hagenfeld University of Paderborn 01 The present study investigates as to whether and to what extent Linguistic Profiling can complement shortcomings of proficiency rating scales that are based on the Common European Framework of Reference (CEFR) (CoE 2001). In order to shed light on possible interfaces between the second language acquisition theory Processability Theory (PT) (Pienemann 1998, 2005) and the CEFR, learners were rated according to the CEFR and diagnosed with two linguistic profiling tools: Rapid Profile (Mackey, Pienemann, &#38; Thornton 1991; Pienemann &#38; Mackey 1993; Ke&#223;ler 2006, 2008) and Autoprofile (Lin 2012). The emergence criterion (Pienemann 1998; Pallotti 2007) as used in PT as the starting point to determine acquisition is highly predictive in nature and thus taken as the point of departure of an integration of PT into the CEFR. The results show correspondences between CEFR levels and PT stages and suggest a reexamination of early CEFR levels in terms of the complexity of operations beginning learners are assumed to manage. 10 01 JB code palart.5.08mai 163 192 30 Article 13 <TitleType>01</TitleType> <TitleText textformat="02">Assessing linguistic levels of L2 English in primary school programs</TitleText> 1 A01 Esther Maier Maier, Esther Esther Maier University of Hildesheim 2 A01 Lea Neubauer Neubauer, Lea Lea Neubauer University of Hildesheim 3 A01 Katharina Ponto Ponto, Katharina Katharina Ponto University of Hildesheim 4 A01 Stefanie Couve de Murville Couve de Murville, Stefanie Stefanie Couve de Murville University of Hildesheim 5 A01 Kristin Kersten Kersten, Kristin Kristin Kersten University of Hildesheim 01 This paper compares the outcomes of different studies on the L2 acquisition of English in different primary school settings within the framework of Processability Theory (PT). The results show that children from immersion (IM) programs tend to reach higher stages compared to pupils from traditional teaching programs. The intensity and the duration of L2 classroom contact show the strongest effect on the test results. Prior experience with the L2 before primary school also has a significant effect, while sex, age and home language use do not influence the level of attainment reached by the learners. In addition, the study investigates the suitability of linguistic profiling for highly advanced young learners of English, as well as the communicative tasks used for data elicitation. Recommendations for an adaptation of the tasks are derived from the observations. 10 01 JB code palart.5.09lie 193 206 14 Article 14 <TitleType>01</TitleType> <TitleText textformat="02">Diagnosing L2-English in the communicative EFL Classroom</TitleText> <Subtitle textformat="02">A task-based approach to individual and developmentally moderated focus on form in a meaning-focused setting</Subtitle> 1 A01 Jörg-U. Keßler Keßler, Jörg-U. Jörg-U. Keßler Ludwigsburg University of Education 2 A01 Mathias Liebner Liebner, Mathias Mathias Liebner Carl-von-Ossietzky Gymnasium in Bonn 01 In this paper, we outline a solution to the problem that teachers for students in heterogeneous EFL classrooms need to provide lessons that enable language acquisition at different levels (here: stages of the PT Hierarchy). Therefore, we describe a learner- and learning-centred application of <i>Processability Theory</i> (henceforth PT; Pienemann 1998 and 2005) which covers a teaching unit that combines a communicative teaching approach with Second Language Acquisition diagnosis in order to foster L2 acquisition of individual learners in heterogeneous EFL classrooms. The focus here will be on how teachers can cope with heterogeneity in the classroom by offering suitable teaching units. We show how a combination of <i>Task-based Language Teaching</i> (e.g. Ellis 2003; Eckerth &#38; Siepmann 2008) and PT provide the necessary theoretical framework for this teaching unit. Furthermore, <i>Rapid Profile</i> and the <i>Diagnostic Task Cycle</i> (Ke&#223;ler 2008) are used within this overall framework for the teaching unit presented in this paper. This diagnostic approach should be seen as conceptual since it can be applied to various classroom settings. In the example presented here, students read a novel suitable for teenagers and produce <i>Podcasts</i> and thereby record natural communication in the classroom. This learner output delivers precise knowledge about second language development of each learner in a classroom. On this basis, the teacher can offer developmentally moderated treatment (e.g. Ke&#223;ler 2008) and developmentally moderated focus on form (Di Biase 2008) to individual learners in heterogeneous EFL classrooms. 10 01 JB code palart.5.10ros 207 238 32 Article 15 <TitleType>01</TitleType> <TitleText textformat="02">The cognitive processes elicited by L2 listening test tasks &#8211; A validation study</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">cognitive processes elicited by L2 listening test tasks &#8211; A validation study</TitleWithoutPrefix> 1 A01 Henning Rossa Rossa, Henning Henning Rossa TU Dortmund University 01 This paper is concerned with an investigation into the validity of a listening comprehension test that was developed for a large-scale assessment project. The study draws on qualitative data, employing a think-aloud technique and stimulated recall interviews. The informants (n=18) were purposefully and randomly sampled from a group (n=121) of year 9 learners (ages 14&#8211;16) of English as a foreign language (EFL) in German schools. Subjects were asked to think aloud while they were solving the multiple choice-items of the listening test. Construct-relevant and -irrelevant processes were identified and analysed with regard to their distribution across the two subsamples and their relative contribution to correct item responses. The results provide validity evidence for the listening tests in general. A few few test items, however, were shown to elicit test-taking processes and strategies that compromise the measurement outcomes.1. Introduction 10 01 JB code palart.5.11abo 239 242 4 Article 16 <TitleType>01</TitleType> <TitleText textformat="02">About the Authors</TitleText> 10 01 JB code palart.5.12ind 243 244 2 Article 17 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20160629 2016 John Benjamins 02 WORLD 01 245 mm 02 164 mm 08 545 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 12 24 01 02 JB 1 00 99.00 EUR R 02 02 JB 1 00 104.94 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 24 02 02 JB 1 00 83.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 24 01 gen 02 JB 1 00 149.00 USD