Widening Contexts for Processability Theory

Theories and issues

Editors
| Paderborn University
| La Trobe University
| Potsdam University
HardboundAvailable
ISBN 9789027203984 | EUR 99.00 | USD 149.00
 
e-Book
ISBN 9789027262189 | EUR 99.00 | USD 149.00
 
This book explores relationships between Processability Theory approaches and other approaches to SLA. It is distinctive in two ways. It offers PT-insiders a way to see connections between their familiar traditions and theories with other ways of working. Parallel to this it offers readers who work in other traditions ways of connecting with a research tradition that makes specific testable claims about second language acquisition processes. These dual perspectives mean that both beginning and established SLA researchers as well as those seeking to connect their work with views of language learning will find something of interest. Studies of multiple languages and multiple aspects of language are included. Chapters cover areas as diverse as literacy, language comprehension, language attrition and language testing.
Publishing status: Available
Table of Contents
Acknowledgements
ix–x
Chapter 1. Contextualising issues in Processability Theory
Anke Lenzing, Howard Nicholas and Jana Roos
1–8
Section 1. Language production and comprehension processes
9–101
Chapter 2. Towards an integrated model of grammatical encoding and decoding in SLA
Anke Lenzing
13–48
Chapter 3. Productive and receptive processes in PT
Patti Spinner and Sehoon Jung
49–72
Chapter 4. Is morpho-syntactic decoding governed by Processability Theory?
Aafke Buyl
73–102
Section 2. Language acquisition features across typological boundaries
103–153
Chapter 5. Case within the phrasal procedure stage: Sequences of acquisition in Russian L2
Daniele Artoni
105–130
Chapter 6. Developing morpho-syntax in non-configurational languages: A comparison between Russian L2 and Italian L2
Marco Magnani
131–154
Section 3. Language use and developmental trajectories
155–282
Chapter 7. Using the Multiplicity framework to reposition and reframe the Hypothesis Space
Howard Nicholas and Donna Starks
157–184
Chapter 8. Processability Theory as a tool in the study of a heritage speaker of Norwegian
Arnstein Hjelde, Bjørn Harald Kvifte, Linda Evenstad Emilsen and Ragnar Arntzen
185–206
Chapter 9. Discourse-pragmatic conditions for Object topicalisation structures in early L2 Chinese
Yanyin Zhang
207–230
Chapter 10. Modelling relative clauses in Processability Theory and Lexical-Functional Grammar
Emilia Nottbeck
231–254
Chapter 11. Early development and relative clause constructions in English as a second language: A longitudinal study
Satomi Kawaguchi and Yumiko Yamaguchi
255–282
Section 4. Language learning and teaching issues in relation to classroom and assessment contexts
283–398
Chapter 12. Exploiting the potential of tasks for targeted language learning in the EFL classroom
Jana Roos
285–300
Chapter 13. Teaching the German case system: A comparison of two approaches to the study of learner readiness
Kristof Baten
301–326
Chapter 14. Development of English question formation in the EFL context of China: Recasts or prompts?
Huifang (Lydia) Li and Noriko Iwashita
327–348
Chapter 15. Can print literacy impact upon learning to speak Standard Australian English?
Carly Steele and Rhonda Oliver
349–370
Chapter 16. The role of grammatical development in oral assessment
Maria Eklund Heinonen
371–390
Chapter 17. How does PT’s view of acquisition relate to the challenge of widening perspectives on SLA?
Howard Nicholas, Anke Lenzing and Jana Roos
391–398
Index
399–404
Subjects
BIC Subject: CFD – Psycholinguistics
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2019027971 | Marc record