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John Benjamins Publishing Company
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EUR
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John Benjamins Publishing Company
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Processability Approaches to Language Acquisition Research & Teaching
5
01
Developing, Modelling and Assessing Second Languages
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
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Acknowledgements
10
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xi
xiv
4
Article
2
01
Modelling and assessing second language acquisition
30 years onwards
1
A01
Anke Lenzing
Lenzing, Anke
Anke
Lenzing
Paderborn University
10
01
JB code
palart.5.003abo
xv
xviii
4
Article
3
01
About this book
10
01
JB code
palart.5.s1
Section header
4
01
Theory Development
10
01
JB code
palart.5.01len
3
34
32
Article
5
01
The development of argument structure in the initial L2 mental grammatical system
The
development of argument structure in the initial L2 mental grammatical system
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
01
Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers
A cross-sectional study
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’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 ‘spot the differences’ 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 & 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’ 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
01
Processability Theory and language development in children with Specific Language Impairment
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
01
Testing the Developmentally Moderated Transfer Hypothesis
The initial state and the role of the L2 in L3 acquisition*
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 Håkansson, et al.’s (2002) work on L1 transfer and aspects of the underlying theory: Processability Theory (Pienemann 1998). The article by Håkansson, 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 Håkansson (2007) demonstrated that Bohnacker’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’s study is based on a very limited database and on theoretical concepts that lack validity, in particular the notion of a “strongest L2” which is crucial to Bardel and Falk’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
01
Theory Assessment
10
01
JB code
palart.5.05zha
101
120
20
Article
10
01
The ‘tense’ issue
The
‘tense’ issue
Variable past tense marking by advanced end-state Chinese speakers of L2 English
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 & 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 ‘bad choices’ 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 ‘bad choices,’ ensuring a uniform high rate of L2 English morphological marking.
10
01
JB code
palart.5.06roo
121
134
14
Article
11
01
Acquisition as a gradual process
Second language development in the EFL classroom
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
01
Psychometric approaches to language testing and linguistic profiling – A complementary relationship?
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, & Thornton 1991; Pienemann & Mackey 1993; Keßler 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
01
Assessing linguistic levels of L2 English in primary school programs
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
01
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
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 & 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> (Keßler 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. Keßler 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
01
The cognitive processes elicited by L2 listening test tasks – A validation study
The
cognitive processes elicited by L2 listening test tasks – A validation study
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 14–16) 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
01
About the Authors
10
01
JB code
palart.5.12ind
243
244
2
Article
17
01
Index
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
01
Developing, Modelling and Assessing Second Languages
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
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https://benjamins.com/covers/475_tif/9789027203052.tif
06
09
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https://benjamins.com/covers/1200_front/palart.5.hb.png
07
09
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https://benjamins.com/covers/125/palart.5.png
25
09
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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
01
Acknowledgements
10
01
JB code
palart.5.002int
xi
xiv
4
Article
2
01
Modelling and assessing second language acquisition
30 years onwards
1
A01
Anke Lenzing
Lenzing, Anke
Anke
Lenzing
Paderborn University
10
01
JB code
palart.5.003abo
xv
xviii
4
Article
3
01
About this book
10
01
JB code
palart.5.s1
Section header
4
01
Theory Development
10
01
JB code
palart.5.01len
3
34
32
Article
5
01
The development of argument structure in the initial L2 mental grammatical system
The
development of argument structure in the initial L2 mental grammatical system
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
01
Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers
A cross-sectional study
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’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 ‘spot the differences’ 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 & 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’ 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
01
Processability Theory and language development in children with Specific Language Impairment
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
01
Testing the Developmentally Moderated Transfer Hypothesis
The initial state and the role of the L2 in L3 acquisition*
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 Håkansson, et al.’s (2002) work on L1 transfer and aspects of the underlying theory: Processability Theory (Pienemann 1998). The article by Håkansson, 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 Håkansson (2007) demonstrated that Bohnacker’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’s study is based on a very limited database and on theoretical concepts that lack validity, in particular the notion of a “strongest L2” which is crucial to Bardel and Falk’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.
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palart.5.s2
Section header
9
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Theory Assessment
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JB code
palart.5.05zha
101
120
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Article
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The ‘tense’ issue
The
‘tense’ issue
Variable past tense marking by advanced end-state Chinese speakers of L2 English
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 & 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 ‘bad choices’ 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 ‘bad choices,’ ensuring a uniform high rate of L2 English morphological marking.
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palart.5.06roo
121
134
14
Article
11
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Acquisition as a gradual process
Second language development in the EFL classroom
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.
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palart.5.07hag
135
162
28
Article
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Psychometric approaches to language testing and linguistic profiling – A complementary relationship?
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, & Thornton 1991; Pienemann & Mackey 1993; Keßler 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.
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JB code
palart.5.08mai
163
192
30
Article
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Assessing linguistic levels of L2 English in primary school programs
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.
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01
JB code
palart.5.09lie
193
206
14
Article
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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
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 & 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> (Keßler 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. Keßler 2008) and developmentally moderated focus on form (Di Biase 2008) to individual learners in heterogeneous EFL classrooms.
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palart.5.10ros
207
238
32
Article
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The cognitive processes elicited by L2 listening test tasks – A validation study
The
cognitive processes elicited by L2 listening test tasks – A validation study
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 14–16) 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
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palart.5.11abo
239
242
4
Article
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About the Authors
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palart.5.12ind
243
244
2
Article
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Index
02
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