Teachability and Learnability across Languages

Editors

Ragnar Arntzen

Gisela Håkansson

Arnstein Hjelde

Jörg-U. Keßler

Hardbound – Available

ISBN 9789027203120 | EUR 99.00 | USD 149.00

e-Book –

ISBN 9789027262592 | EUR 99.00 | USD 149.00

Teachability and Learnability across Languages addresses key issues in second, foreign and heritage language acquisition, as well as in language teaching. Focusing on a Processability Theory perspective, it brings together empirical studies of language acquisition, language teaching, and language assessment. For the first time, a research timeline for the role of instruction in language learning is presented, showing how the field of second language acquisition (SLA) research has developed over the last four decades since Pienemann’s work on learnability and syllabus construction over the 1980s. The book includes studies of child and adult second as well as foreign language acquisition research, covering a wide range of target languages including English, German, Hungarian, Japanese, Norwegian, Polish, Spanish, Swedish, and Turkish. In addition, future extensions of PT are discussed. This volume is designed for advanced students in international programs of SLA and Applied Linguistics as well as for SLA researchers and second and foreign language teachers.

[Processability Approaches to Language Acquisition Research & Teaching, 6] 2019. vii, 263 pp.

Publishing status: Available
Published online on 20 May 2019

https://doi.org/10.1075/palart.6

Table of Contents

Introduction

Ragnar Arntzen, Gisela Håkansson, Arnstein Hjelde and Jörg-U. Keßler | pp. 1–6

Part I. Teachability and learnability

Chapter 1. Research timeline. The role of instruction: Teachability and processability

Kristof Baten and Jörg-U. Keßler | pp. 9–26

Chapter 2. How much English do children know before they are exposed to instruction? Applying Processability Theory to receptive grammar

Gisela Håkansson | pp. 27–49

Chapter 3. Morpho-syntactic development in the input: A study of second language learning textbooks

Anna Flyman Mattsson | pp. 51–70

Chapter 4. Are speech and writing teachable? Re-examining developmental constraints on pedagogy

Bronwen Dyson | pp. 71–93

Part II. Methods and assessment

Chapter 5. The elicitation of oral language production data: An exploration of the Elicited Imitation Task

Kristof Baten | pp. 97–118

Chapter 6. Elicited imitation as a diagnostic tool of morpho-syntactic processing

Jacopo Saturno | pp. 119–136

Chapter 7. Grammatical accuracy and complexity in a speaking proficiency test

Anders Agebjörn | pp. 137–159

Part III. Cross-linguistic aspects of SLA

Chapter 8. Acquisition of nominal morphology in Norwegian L2: Trends and tendencies

Linda Evenstad Emilsen | pp. 163–181

Chapter 9. Interlingual versus intralingual tendencies in second language acquisition: Expressing motion events in English, Hungarian and Japanese

Miho Mano, Yuko Yoshinari and Kiyoko Eguchi | pp. 183–204

Chapter 10. The acquisition of Turkish (genitive-)possessive structures by adult Norwegian learners

Emel Türker-van der Heiden and Gözde Mercan | pp. 205–234

Closing chapter: Opening new perspectives

Chapter 11. Heritage language development and the promise of Processability Theory

Silvina Montrul | pp. 237–259

Index | pp. 261–263

Cited by (5)

Cited by five other publications

Order by:

Kawaguchi, Satomi, Bruno Di Biase & Yumiko Yamaguchi

2023. 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.

Biase, Bruno Di

2022. Processability approaches to second language instruction. Instructed Second Language Acquisition 6:2 ► pp. 153 ff.

Keßler, Jörg-U

2022. Teaching processability theory in foreign language teacher education. Instructed Second Language Acquisition 6:2 ► pp. 248 ff.

Keßler, Jörg‐U. & Anke Lenzing

2022. Grammar in Foreign and Second Language Classes. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.

Lubińska, Dorota & Ulrika Magnusson

2021. Implementering av ett formativt verktyg för andraspråksbedömning. ExempletBygga svenskaur lärarperspektiv. Nordand 16:2 ► pp. 114 ff.

This list is based on CrossRef data as of 21 december 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.

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