Chapter published in:Widening Contexts for Processability Theory: Theories and issues
Edited by Anke Lenzing, Howard Nicholas and Jana Roos
[Processability Approaches to Language Acquisition Research & Teaching 7] 2019
► pp. 157–184
Using the Multiplicity framework to reposition and reframe the Hypothesis Space
In this chapter we explore how the Multiplicity framework of the communicative repertoire offers ways to expand understandings of Hypothesis Space and widens insights into the process of second language acquisition currently offered by PT. We focus on the potential of the Multiplicity framework for capturing and explaining variation in learners’ communicative acts that occur in response to varied pressures in moments of communication. We suggest that these insights offer a different means of connecting the Hypothesis Space with learners’ acquisition trajectories. seek to embrace both the concept of shared developmental stages that has been the centrepiece of PT to date and relate features of development to variation within moments of interaction.
Published online: 28 November 2019
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