Chapter 7
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.
Article outline
- 1.Introduction: Processability Theory, Multiplicity and variation
- 2.Sociolinguistic issues and PT: A historical account
- 3.The Multiplicity framework of the communicative repertoire
- 3.1Introducing Multiplicity
- 3.1.1Modes
- 3.1.2Mediations
- 3.1.3Varieties
- 3.1.4Purposes
- 3.2Multiplicity and acquisition
- 4.Existential constructions
- 5.The Multiplicity Framework applied to the acquisition of ‘there’
existentials
- 6.The potential of an expanded view of Hypothesis Space
-
Notes
-
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Cited by (1)
Cited by one other publication
Nicholas, Howard, Manfred Pienemann & Anke Lenzing
2022.
Teacher decision-making, dynamical systems and processability theory.
Instructed Second Language Acquisition 6:2
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