168016513 03 01 01 JB John Benjamins Publishing Company 01 JB code PALART 7 Eb 15 9789027262189 06 10.1075/palart.7 13 2019027972 DG 002 02 01 PALART 02 2210-6480 Processability Approaches to Language Acquisition Research & Teaching 7 <TitleType>01</TitleType> <TitleText textformat="02">Widening Contexts for Processability Theory</TitleText> <Subtitle textformat="02">Theories and issues</Subtitle> 01 palart.7 01 https://benjamins.com 02 https://benjamins.com/catalog/palart.7 1 B01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 2 B01 Howard Nicholas Nicholas, Howard Howard Nicholas La Trobe University 3 B01 Jana Roos Roos, Jana Jana Roos Potsdam University 01 eng 414 ix 404 LAN009000 v.2006 CFD 2 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 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. 04 09 01 https://benjamins.com/covers/475/palart.7.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027203984.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027203984.tif 06 09 01 https://benjamins.com/covers/1200_front/palart.7.hb.png 07 09 01 https://benjamins.com/covers/125/palart.7.png 25 09 01 https://benjamins.com/covers/1200_back/palart.7.hb.png 27 09 01 https://benjamins.com/covers/3d_web/palart.7.hb.png 10 01 JB code palart.7.ack ix x 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgements</TitleText> 10 01 JB code palart.7.01len 1 8 8 Chapter 2 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Contextualising issues in Processability Theory</TitleText> 1 A01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 2 A01 Howard Nicholas Nicholas, Howard Howard Nicholas La Trobe University 3 A01 Jana Roos Roos, Jana Jana Roos Potsdam University 10 01 JB code palart.7.p1 9 101 93 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;1. Language production and comprehension processes</TitleText> 10 01 JB code palart.7.02len 13 48 36 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. Towards an integrated model of grammatical encoding and decoding in SLA</TitleText> 1 A01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 01 In this chapter, I consider the interface between production and comprehension in second language acquisition (SLA). I argue that the two processes rely on (partially) shared resources and propose an integrated encoding-decoding model of SLA. The core of the model is a single syntactic processor underlying both second language (L2) grammatical encoding and decoding. The model also includes a means of accounting for the interaction of shared grammatical resources and key semantic aspects such as lexical semantics and event probability on the comprehension process. My claims are tested in an empirical study focussing on the L2 acquisition of English passive constructions by 24 learners with an L1 German background at different stages of L2 acquisition. The results of the data analysis provide support for the notion of a single syntactic processor in L2 acquisition. 10 01 JB code palart.7.03spi 49 72 24 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. Productive and receptive processes in PT</TitleText> 1 A01 Patti Spinner Spinner, Patti Patti Spinner Michigan State University 2 A01 Sehoon Jung Jung, Sehoon Sehoon Jung Hankuk University of Foreign Studies 01 In this study, we investigate whether Processability Theory (Pienemann, 1998, 2005) accounts for reception data, and whether productive and receptive processing routines emerge simultaneously. Sixty-one learners of English as a second language (ESL learners) participate in an oral interview and self-paced reading (SPR) task targeting five stages of PT. Two analyses are performed: Implicational scaling and a comparison of individuals&#8217; performance on the oral interview versus the SPR. The implicational table demonstrates that the SPR data do not clearly reflect the PT order, and the comparison data demonstrate that individuals&#8217; performance on the oral production task does not match their performance on the SPR task. The results suggest that PT as currently formulated may not account for receptive data, and that productive and receptive processes may not always emerge simultaneously. 10 01 JB code palart.7.04buy 73 102 30 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;4. Is morpho-syntactic decoding governed by Processability Theory?</TitleText> 1 A01 Aafke Buyl Buyl, Aafke Aafke Buyl Free University Brussels 01 This study focuses on the comprehension of English morphological features by adult learners of English based in Belgium. I explore the relationship between their receptive grammatical processing and identified stages of the emergence of productive capacities using the Processability Theory framework. I problematise the notion of emergence in receptive grammatical processing, including recognising the additional challenges of chance performance. I explore the effects of using different acquisition criteria for the same data comparing the learners&#8217; performance across multiple morphological features in relation to PTs proposed developmental stages. I find no developmental systematicity on any of the measures. The implications of these findings are discussed. 10 01 JB code palart.7.p2 103 153 51 Section header 7 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;2. Language acquisition features across typological boundaries</TitleText> 10 01 JB code palart.7.05art 105 130 26 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. Case within the phrasal procedure stage</TitleText> <Subtitle textformat="02">Sequences of acquisition in Russian L2</Subtitle> 1 A01 Daniele Artoni Artoni, Daniele Daniele Artoni University of Verona 01 This chapter investigates the acquisition of case in Russian L2 within the VP and the PP, two structures belonging to the same Processability Theory (PT)-based stage of acquisition, namely the Phrasal procedure stage. I claim that a crucial aspect of the intra-stage development is determined by the different nature of case assignments involved in the given structures. The study is conducted with a group of 15 learners of Russian L2 with varied L1 backgrounds. The analysis of their semi-spontaneous speech shows that (1) case within the VP develops from lack of case assignment to configurational, lexical, and eventually grammatical assignment, and (2) case within the PP develops from lack of case assignment to configurational and lexical case assignments. To conclude, the study confirms the cross-linguistic prediction that case develops from no marking to case assignment by position, and eventually to grammatical case assignment. 10 01 JB code palart.7.06mag 131 154 24 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. Developing morpho-syntax in non-configurational languages</TitleText> <Subtitle textformat="02">A comparison between Russian L2 and Italian L2</Subtitle> 1 A01 Marco Magnani Magnani, Marco Marco Magnani University of Verona 01 Within the Processability Theory (PT) framework, the Topic Hypothesis (Pienemann et&#160;al., 2005) and its recent reformulation as the Prominence Hypothesis (Bettoni &#38; Di Biase, 2015) have contributed substantially to explaining syntactic development in non-configurational languages, adding an important discourse-pragmatic component. However, the role of morphological development cannot be ignored, because in this type of languages it is morphology that constructs syntactic relations (Nordlinger, 1998). This chapter will look at syntactic development by attempting to incorporate both morphological and discourse-pragmatic factors in a way that is consistent with the predictions of PT&#8217;s Prominence Hypothesis. Specifically, I will look at the development of morpho-syntax in Russian L2 and Italian L2 &#8211; two languages located towards the less configurational end of the typological spectrum, the former more dependent-marking, the latter more head-marking. 10 01 JB code palart.7.p3 155 282 128 Section header 10 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;3. Language use and developmental trajectories</TitleText> 10 01 JB code palart.7.07nic 157 184 28 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Using the Multiplicity framework to reposition and reframe the Hypothesis Space</TitleText> 1 A01 Howard Nicholas Nicholas, Howard Howard Nicholas 2 A01 Donna Starks Starks, Donna Donna Starks 01 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&#8217; 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&#8217; 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. 10 01 JB code palart.7.08hje 185 206 22 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;8. Processability Theory as a tool in the study of a heritage speaker of Norwegian</TitleText> 1 A01 Arnstein Hjelde Hjelde, Arnstein Arnstein Hjelde Østfold University College 2 A01 Bjørn Harald Kvifte Kvifte, Bjørn Harald Bjørn Harald Kvifte Østfold University College 3 A01 Linda Evenstad Emilsen Emilsen, Linda Evenstad Linda Evenstad Emilsen Østfold University College 4 A01 Ragnar Arntzen Arntzen, Ragnar Ragnar Arntzen Østfold University College 01 In this article, we employ aspects of Processability Theory (PT) to study the language of one fourth generation heritage speaker of Norwegian in America. This man, who we refer to as Lars, was almost 50&#160;years old when we first met and recorded him in 2010, and to our knowledge he is among the youngest Norwegian-Americans still able to speak Norwegian as a heritage language in the Upper Midwest. His dominant language was Norwegian until he started school, when English took over this role. When we met him the first time, he had not spoken Norwegian to any substantial extent for several decades. <br />When we examine his language, we find a number of grammatical deviations from the baseline&#160;&#8211; the language as spoken in the old world, and we discuss the possible explanations for these; are they related to the quality of the input, are they due to attrition or are they the result of incomplete acquisition? In the discussion, we include certain aspects of PT, and based on this, we claim that attrition is the most likely explanation for the reduced structures in Lars&#8217; Norwegian. 10 01 JB code palart.7.09zha 207 230 24 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. Discourse-pragmatic conditions for Object topicalisation structures in early L2 Chinese</TitleText> 1 A01 Yanyin Zhang Zhang, Yanyin Yanyin Zhang 01 In this chapter, I explore the connection between language processing and discourse-pragmatic factors in the L2 acquisition of three (Mandarin) Chinese Object topicalisation structures. Processability Theory (Pienemann, 1998, 2005) and Information Structure Theory (Lambrecht, 1994) are employed to investigate when the required processing procedures are in place in the learners&#8217; L2 Chinese, what facilitates the learners&#8217; discourse-pragmatic interpretation of the communicative context such that among various structural possibilities, they choose the non-canonical Object topicalisation structures. Two longitudinal studies of 6 <i>ab-initio</i> L2 learners of Chinese in two learning environments were examined. The findings show three types of discourse contexts to be particularly conducive for the production of the Object topicalisation structures: (1) Question and Answer (Q&#38;A) sequences; (2) the presence of a local inanimate topic (an inanimate NP being the sentence topic at a particular point of a conversation); and (3) the &#8216;disposal&#8217; situation. The study enhances our understanding of the discourse-pragmatic conditions that motivate and trigger L2 structural choices under the general constraints of processability. 10 01 JB code palart.7.10not 231 254 24 Chapter 14 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. Modelling relative clauses in Processability Theory and Lexical-Functional Grammar</TitleText> 1 A01 Emilia Nottbeck Nottbeck, Emilia Emilia Nottbeck Paderborn University 01 This chapter formally analyses English relative clause (RC) constructions within the framework of Processability Theory (PT) (Pienemann, 1998, 2005) using the grammatical formalism of Lexical Functional Grammar (LFG) (Bresnan, 2001) as an analytical tool. A theoretical account of (a) the classification of RCs in terms of the PT hierarchy of processing procedures and (b) a processing hierarchy of different types of RCs is provided that is based on the linear and non-linear mapping processes between c- and f-structure. This approach is extended by the discussion of the syntactic role of the head noun phrase (NP<sub>head</sub>) in the matrix clause considering general assumptions about working memory (Kuno, 1974) and the grammatical memory store (Levelt, 1989). 10 01 JB code palart.7.11kaw 255 282 28 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;11. Early development and relative clause constructions in English as a second language</TitleText> <Subtitle textformat="02">A longitudinal study</Subtitle> 1 A01 Satomi Kawaguchi Kawaguchi, Satomi Satomi Kawaguchi Western Sydney University 2 A01 Yumiko Yamaguchi Yamaguchi, Yumiko Yumiko Yamaguchi Tokai University 01 This study examines the development of relative clause (RC) constructions in a child learning English as a second language in a naturalistic environment. Processability Theory (PT) (Pienemann, 1998, 2005; Pienemann &#38; Kessler, 2011) does not treat RCs, hence the present study looks at four major approaches to RC development and attempts to find points of convergence with PT&#8217;s developmental stages. In order to trace RCs&#8217; development empirically, we audio-recorded at regular intervals the spontaneous and elicited speech production of a Japanese child learning English from age 5;08 to age 7;08. Our study found that infinitival and participial RC constructions, such as those considered by Diessel (2004) as building blocks for RC development in FLA, also emerge early in child ESL. 10 01 JB code palart.7.p4 283 398 116 Section header 16 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;4. Language learning and teaching issues in relation to classroom and assessment contexts</TitleText> 10 01 JB code palart.7.12roo 285 300 16 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;12. Exploiting the potential of tasks for targeted language learning in the EFL classroom</TitleText> 1 A01 Jana Roos Roos, Jana Jana Roos 01 This chapter reports on a classroom study showing how communicative tasks that include a focus on the developmental readiness of the learners promote the acquisition process. The study explores the effects of the use of such tasks with young German learners of English. It is based on the idea that a positive effect on language development is possible using an approach that engages learners in the active use of grammatical features for which they are developmentally ready. The study focuses on the acquisition of &#8216;third person singular &#8209;<i>s</i>&#8217;. In a pretest, a number of the learners involved had shown that they were developmentally ready for this feature. After an instruction period that included work with communicative tasks focussing on this feature, oral speech production data were obtained through task-based interaction in a posttest and a delayed posttest. The data indicate that providing learners with these kinds of opportunities to use a &#8216;learnable&#8217; feature repeatedly and flexibly promotes the acquisition of that feature. 10 01 JB code palart.7.13bat 301 326 26 Chapter 18 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;13. Teaching the German case system</TitleText> <Subtitle textformat="02">A comparison of two approaches to the study of learner readiness</Subtitle> 1 A01 Kristof Baten Baten, Kristof Kristof Baten Ghent University / Research Foundation Flanders (FWO), Belgium 01 This chapter compares two different approaches to the construct &#8216;readiness&#8217;: namely, processing constraints as defined by Processability Theory and the Teachability Hypothesis (Pienemann, 1998) and partial mastery as defined in the research on Focus on Form (Williams &#38; Evans, 1998). The former operationalises readiness through the emergence criterion, the latter employs an accuracy criterion. The chapter applies both definitions and operationalisations in the context of a study investigating the effectiveness of instruction on the acquisition of the German case system by Dutch-speaking foreign language learners. The study included 18 freshman university students of German and adopted a quasi-experimental pretest/posttest design. The instructional treatment involved a meaning-focussed activity which eventually led to explicit rule presentation. Oral language production data was collected by means of a picture description task and an elicited imitation task. The results show that the (non-)emergence of the developmental stages of the German case marking system stayed within the predictive boundaries of the Teachability Hypothesis, whereas the development of the accuracy scores did not reveal any observable sequence. However, the results reveal that the two (emergence and accuracy) are related to the extent that increases in accuracy scores are only possible if a stage is reached or reachable. The findings suggest that the systematic, implicational emergence of stages and the subsequent, variable increases in accuracy scores represent two different, but complementing, aspects of L2 development. 10 01 JB code palart.7.14li 327 348 22 Chapter 19 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;14. Development of English question formation in the EFL context of China</TitleText> <Subtitle textformat="02">Recasts or prompts?</Subtitle> 1 A01 Huifang (Lydia) Li Li, Huifang (Lydia) Huifang (Lydia) Li University of New England 2 A01 Noriko Iwashita Iwashita, Noriko Noriko Iwashita University of Queensland 01 This experimental classroom study investigates the effects of two feedback types on English question formation. Ninety Chinese learners were randomly assigned to either one of two experimental groups (recasts or prompts) or the control group. Between the pre- and posttests, the learners in the experimental groups received the assigned type of feedback that addressed their production of questions during task-based interaction. The effects of the feedback were measured by calculating whether there was an increase in production frequency of targeted question types. The results showed that (1) neither feedback type was effective in increasing the learners&#8217; production of Stage-5 questions, and (2) both feedback types were valuable in improving the learners&#8217; production of accurate questions, but recasts yielded a larger effect than prompts. These findings provide further evidence of feedback usefulness in L2 learning and shed light on English question formation via the pedagogical tool of corrective feedback. 10 01 JB code palart.7.15ste 349 370 22 Chapter 20 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;15. Can print literacy impact upon learning to speak Standard Australian English?</TitleText> 1 A01 Carly Steele Steele, Carly Carly Steele Curtin University 2 A01 Rhonda Oliver Oliver, Rhonda Rhonda Oliver Curtin University 01 Second language learning research mostly investigates literate learners. Based on studies by Tarone, Bigelow and colleagues (2004, 2005, 2006, 2006) this small scale study focuses on low level literacy learners who are acquiring Standard Australian English as their second dialect. It explores whether literacy levels impact upon the processing of language when engaging in oral interaction tasks. Utilising Pienemann&#8217;s (1998, 2005) stages of question formation, feedback given to the learners targeted questions within the learners&#8217; developmental stage. Participants were asked to identify whether the language used differed from their own, and if so, to attempt to reproduce it. The findings show that feedback was often noticed, but no significant relationship was found between literacy level and noticing. However, there was a significant relationship between literacy level and the reproduction of targeted forms. This study, like the others contained within this section, is concerned with the developmental readiness of second language learners to acquire target forms and the approach is closely aligned with that of Li and Iwashita (this volume). However, it does differ in that its participants are learners of a second dialect with low literacy levels, representing an under-studied population. 10 01 JB code palart.7.16hei 371 390 20 Chapter 21 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;16. The role of grammatical development in oral assessment</TitleText> 1 A01 Maria Eklund Heinonen Heinonen, Maria Eklund Maria Eklund Heinonen Södertörn University 01 Tests today are usually based on a communicative view of language, with less focus on grammar. In this chapter, a study is presented that investigates whether there is a difference in terms of grammatical development between a group of test-takers who passed and a group who failed an oral language test. The study addresses theories of SLA and language testing, i.e., Processability Theory and the model of Communicative Language Ability, the construct of the test. Data from learners&#8217; test performances were analysed using PT in order to see whether there was a consistent relationship between the PT stage analysis and the results derived from the test. The comparison shows a clear difference between the test-takers who passed and those who failed in terms of grammatical development. This implies a correlation between grammatical development and communicative competence in general which may indicate that PT constitutes a useful basis for oral assessment. 10 01 JB code palart.7.17nic 391 398 8 Chapter 22 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;17. How does PT&#8217;s view of acquisition relate to the challenge of widening perspectives on SLA?</TitleText> 1 A01 Howard Nicholas Nicholas, Howard Howard Nicholas La Trobe University 2 A01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 3 A01 Jana Roos Roos, Jana Jana Roos Potsdam University 10 01 JB code palart.7.ind 399 404 6 Miscellaneous 23 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20191128 2019 John Benjamins B.V. 02 WORLD 13 15 9789027203984 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 99.00 EUR R 01 00 83.00 GBP Z 01 gen 00 149.00 USD S 472016512 03 01 01 JB John Benjamins Publishing Company 01 JB code PALART 7 Hb 15 9789027203984 13 2019027971 BB 01 PALART 02 2210-6480 Processability Approaches to Language Acquisition Research & Teaching 7 <TitleType>01</TitleType> <TitleText textformat="02">Widening Contexts for Processability Theory</TitleText> <Subtitle textformat="02">Theories and issues</Subtitle> 01 palart.7 01 https://benjamins.com 02 https://benjamins.com/catalog/palart.7 1 B01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 2 B01 Howard Nicholas Nicholas, Howard Howard Nicholas La Trobe University 3 B01 Jana Roos Roos, Jana Jana Roos Potsdam University 01 eng 414 ix 404 LAN009000 v.2006 CFD 2 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 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. 04 09 01 https://benjamins.com/covers/475/palart.7.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027203984.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027203984.tif 06 09 01 https://benjamins.com/covers/1200_front/palart.7.hb.png 07 09 01 https://benjamins.com/covers/125/palart.7.png 25 09 01 https://benjamins.com/covers/1200_back/palart.7.hb.png 27 09 01 https://benjamins.com/covers/3d_web/palart.7.hb.png 10 01 JB code palart.7.ack ix x 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgements</TitleText> 10 01 JB code palart.7.01len 1 8 8 Chapter 2 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;1. Contextualising issues in Processability Theory</TitleText> 1 A01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 2 A01 Howard Nicholas Nicholas, Howard Howard Nicholas La Trobe University 3 A01 Jana Roos Roos, Jana Jana Roos Potsdam University 10 01 JB code palart.7.p1 9 101 93 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;1. Language production and comprehension processes</TitleText> 10 01 JB code palart.7.02len 13 48 36 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;2. Towards an integrated model of grammatical encoding and decoding in SLA</TitleText> 1 A01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 01 In this chapter, I consider the interface between production and comprehension in second language acquisition (SLA). I argue that the two processes rely on (partially) shared resources and propose an integrated encoding-decoding model of SLA. The core of the model is a single syntactic processor underlying both second language (L2) grammatical encoding and decoding. The model also includes a means of accounting for the interaction of shared grammatical resources and key semantic aspects such as lexical semantics and event probability on the comprehension process. My claims are tested in an empirical study focussing on the L2 acquisition of English passive constructions by 24 learners with an L1 German background at different stages of L2 acquisition. The results of the data analysis provide support for the notion of a single syntactic processor in L2 acquisition. 10 01 JB code palart.7.03spi 49 72 24 Chapter 5 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;3. Productive and receptive processes in PT</TitleText> 1 A01 Patti Spinner Spinner, Patti Patti Spinner Michigan State University 2 A01 Sehoon Jung Jung, Sehoon Sehoon Jung Hankuk University of Foreign Studies 01 In this study, we investigate whether Processability Theory (Pienemann, 1998, 2005) accounts for reception data, and whether productive and receptive processing routines emerge simultaneously. Sixty-one learners of English as a second language (ESL learners) participate in an oral interview and self-paced reading (SPR) task targeting five stages of PT. Two analyses are performed: Implicational scaling and a comparison of individuals&#8217; performance on the oral interview versus the SPR. The implicational table demonstrates that the SPR data do not clearly reflect the PT order, and the comparison data demonstrate that individuals&#8217; performance on the oral production task does not match their performance on the SPR task. The results suggest that PT as currently formulated may not account for receptive data, and that productive and receptive processes may not always emerge simultaneously. 10 01 JB code palart.7.04buy 73 102 30 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;4. Is morpho-syntactic decoding governed by Processability Theory?</TitleText> 1 A01 Aafke Buyl Buyl, Aafke Aafke Buyl Free University Brussels 01 This study focuses on the comprehension of English morphological features by adult learners of English based in Belgium. I explore the relationship between their receptive grammatical processing and identified stages of the emergence of productive capacities using the Processability Theory framework. I problematise the notion of emergence in receptive grammatical processing, including recognising the additional challenges of chance performance. I explore the effects of using different acquisition criteria for the same data comparing the learners&#8217; performance across multiple morphological features in relation to PTs proposed developmental stages. I find no developmental systematicity on any of the measures. The implications of these findings are discussed. 10 01 JB code palart.7.p2 103 153 51 Section header 7 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;2. Language acquisition features across typological boundaries</TitleText> 10 01 JB code palart.7.05art 105 130 26 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;5. Case within the phrasal procedure stage</TitleText> <Subtitle textformat="02">Sequences of acquisition in Russian L2</Subtitle> 1 A01 Daniele Artoni Artoni, Daniele Daniele Artoni University of Verona 01 This chapter investigates the acquisition of case in Russian L2 within the VP and the PP, two structures belonging to the same Processability Theory (PT)-based stage of acquisition, namely the Phrasal procedure stage. I claim that a crucial aspect of the intra-stage development is determined by the different nature of case assignments involved in the given structures. The study is conducted with a group of 15 learners of Russian L2 with varied L1 backgrounds. The analysis of their semi-spontaneous speech shows that (1) case within the VP develops from lack of case assignment to configurational, lexical, and eventually grammatical assignment, and (2) case within the PP develops from lack of case assignment to configurational and lexical case assignments. To conclude, the study confirms the cross-linguistic prediction that case develops from no marking to case assignment by position, and eventually to grammatical case assignment. 10 01 JB code palart.7.06mag 131 154 24 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;6. Developing morpho-syntax in non-configurational languages</TitleText> <Subtitle textformat="02">A comparison between Russian L2 and Italian L2</Subtitle> 1 A01 Marco Magnani Magnani, Marco Marco Magnani University of Verona 01 Within the Processability Theory (PT) framework, the Topic Hypothesis (Pienemann et&#160;al., 2005) and its recent reformulation as the Prominence Hypothesis (Bettoni &#38; Di Biase, 2015) have contributed substantially to explaining syntactic development in non-configurational languages, adding an important discourse-pragmatic component. However, the role of morphological development cannot be ignored, because in this type of languages it is morphology that constructs syntactic relations (Nordlinger, 1998). This chapter will look at syntactic development by attempting to incorporate both morphological and discourse-pragmatic factors in a way that is consistent with the predictions of PT&#8217;s Prominence Hypothesis. Specifically, I will look at the development of morpho-syntax in Russian L2 and Italian L2 &#8211; two languages located towards the less configurational end of the typological spectrum, the former more dependent-marking, the latter more head-marking. 10 01 JB code palart.7.p3 155 282 128 Section header 10 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;3. Language use and developmental trajectories</TitleText> 10 01 JB code palart.7.07nic 157 184 28 Chapter 11 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;7. Using the Multiplicity framework to reposition and reframe the Hypothesis Space</TitleText> 1 A01 Howard Nicholas Nicholas, Howard Howard Nicholas 2 A01 Donna Starks Starks, Donna Donna Starks 01 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&#8217; 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&#8217; 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. 10 01 JB code palart.7.08hje 185 206 22 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;8. Processability Theory as a tool in the study of a heritage speaker of Norwegian</TitleText> 1 A01 Arnstein Hjelde Hjelde, Arnstein Arnstein Hjelde Østfold University College 2 A01 Bjørn Harald Kvifte Kvifte, Bjørn Harald Bjørn Harald Kvifte Østfold University College 3 A01 Linda Evenstad Emilsen Emilsen, Linda Evenstad Linda Evenstad Emilsen Østfold University College 4 A01 Ragnar Arntzen Arntzen, Ragnar Ragnar Arntzen Østfold University College 01 In this article, we employ aspects of Processability Theory (PT) to study the language of one fourth generation heritage speaker of Norwegian in America. This man, who we refer to as Lars, was almost 50&#160;years old when we first met and recorded him in 2010, and to our knowledge he is among the youngest Norwegian-Americans still able to speak Norwegian as a heritage language in the Upper Midwest. His dominant language was Norwegian until he started school, when English took over this role. When we met him the first time, he had not spoken Norwegian to any substantial extent for several decades. <br />When we examine his language, we find a number of grammatical deviations from the baseline&#160;&#8211; the language as spoken in the old world, and we discuss the possible explanations for these; are they related to the quality of the input, are they due to attrition or are they the result of incomplete acquisition? In the discussion, we include certain aspects of PT, and based on this, we claim that attrition is the most likely explanation for the reduced structures in Lars&#8217; Norwegian. 10 01 JB code palart.7.09zha 207 230 24 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;9. Discourse-pragmatic conditions for Object topicalisation structures in early L2 Chinese</TitleText> 1 A01 Yanyin Zhang Zhang, Yanyin Yanyin Zhang 01 In this chapter, I explore the connection between language processing and discourse-pragmatic factors in the L2 acquisition of three (Mandarin) Chinese Object topicalisation structures. Processability Theory (Pienemann, 1998, 2005) and Information Structure Theory (Lambrecht, 1994) are employed to investigate when the required processing procedures are in place in the learners&#8217; L2 Chinese, what facilitates the learners&#8217; discourse-pragmatic interpretation of the communicative context such that among various structural possibilities, they choose the non-canonical Object topicalisation structures. Two longitudinal studies of 6 <i>ab-initio</i> L2 learners of Chinese in two learning environments were examined. The findings show three types of discourse contexts to be particularly conducive for the production of the Object topicalisation structures: (1) Question and Answer (Q&#38;A) sequences; (2) the presence of a local inanimate topic (an inanimate NP being the sentence topic at a particular point of a conversation); and (3) the &#8216;disposal&#8217; situation. The study enhances our understanding of the discourse-pragmatic conditions that motivate and trigger L2 structural choices under the general constraints of processability. 10 01 JB code palart.7.10not 231 254 24 Chapter 14 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;10. Modelling relative clauses in Processability Theory and Lexical-Functional Grammar</TitleText> 1 A01 Emilia Nottbeck Nottbeck, Emilia Emilia Nottbeck Paderborn University 01 This chapter formally analyses English relative clause (RC) constructions within the framework of Processability Theory (PT) (Pienemann, 1998, 2005) using the grammatical formalism of Lexical Functional Grammar (LFG) (Bresnan, 2001) as an analytical tool. A theoretical account of (a) the classification of RCs in terms of the PT hierarchy of processing procedures and (b) a processing hierarchy of different types of RCs is provided that is based on the linear and non-linear mapping processes between c- and f-structure. This approach is extended by the discussion of the syntactic role of the head noun phrase (NP<sub>head</sub>) in the matrix clause considering general assumptions about working memory (Kuno, 1974) and the grammatical memory store (Levelt, 1989). 10 01 JB code palart.7.11kaw 255 282 28 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;11. Early development and relative clause constructions in English as a second language</TitleText> <Subtitle textformat="02">A longitudinal study</Subtitle> 1 A01 Satomi Kawaguchi Kawaguchi, Satomi Satomi Kawaguchi Western Sydney University 2 A01 Yumiko Yamaguchi Yamaguchi, Yumiko Yumiko Yamaguchi Tokai University 01 This study examines the development of relative clause (RC) constructions in a child learning English as a second language in a naturalistic environment. Processability Theory (PT) (Pienemann, 1998, 2005; Pienemann &#38; Kessler, 2011) does not treat RCs, hence the present study looks at four major approaches to RC development and attempts to find points of convergence with PT&#8217;s developmental stages. In order to trace RCs&#8217; development empirically, we audio-recorded at regular intervals the spontaneous and elicited speech production of a Japanese child learning English from age 5;08 to age 7;08. Our study found that infinitival and participial RC constructions, such as those considered by Diessel (2004) as building blocks for RC development in FLA, also emerge early in child ESL. 10 01 JB code palart.7.p4 283 398 116 Section header 16 <TitleType>01</TitleType> <TitleText textformat="02">Section&#160;4. Language learning and teaching issues in relation to classroom and assessment contexts</TitleText> 10 01 JB code palart.7.12roo 285 300 16 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;12. Exploiting the potential of tasks for targeted language learning in the EFL classroom</TitleText> 1 A01 Jana Roos Roos, Jana Jana Roos 01 This chapter reports on a classroom study showing how communicative tasks that include a focus on the developmental readiness of the learners promote the acquisition process. The study explores the effects of the use of such tasks with young German learners of English. It is based on the idea that a positive effect on language development is possible using an approach that engages learners in the active use of grammatical features for which they are developmentally ready. The study focuses on the acquisition of &#8216;third person singular &#8209;<i>s</i>&#8217;. In a pretest, a number of the learners involved had shown that they were developmentally ready for this feature. After an instruction period that included work with communicative tasks focussing on this feature, oral speech production data were obtained through task-based interaction in a posttest and a delayed posttest. The data indicate that providing learners with these kinds of opportunities to use a &#8216;learnable&#8217; feature repeatedly and flexibly promotes the acquisition of that feature. 10 01 JB code palart.7.13bat 301 326 26 Chapter 18 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;13. Teaching the German case system</TitleText> <Subtitle textformat="02">A comparison of two approaches to the study of learner readiness</Subtitle> 1 A01 Kristof Baten Baten, Kristof Kristof Baten Ghent University / Research Foundation Flanders (FWO), Belgium 01 This chapter compares two different approaches to the construct &#8216;readiness&#8217;: namely, processing constraints as defined by Processability Theory and the Teachability Hypothesis (Pienemann, 1998) and partial mastery as defined in the research on Focus on Form (Williams &#38; Evans, 1998). The former operationalises readiness through the emergence criterion, the latter employs an accuracy criterion. The chapter applies both definitions and operationalisations in the context of a study investigating the effectiveness of instruction on the acquisition of the German case system by Dutch-speaking foreign language learners. The study included 18 freshman university students of German and adopted a quasi-experimental pretest/posttest design. The instructional treatment involved a meaning-focussed activity which eventually led to explicit rule presentation. Oral language production data was collected by means of a picture description task and an elicited imitation task. The results show that the (non-)emergence of the developmental stages of the German case marking system stayed within the predictive boundaries of the Teachability Hypothesis, whereas the development of the accuracy scores did not reveal any observable sequence. However, the results reveal that the two (emergence and accuracy) are related to the extent that increases in accuracy scores are only possible if a stage is reached or reachable. The findings suggest that the systematic, implicational emergence of stages and the subsequent, variable increases in accuracy scores represent two different, but complementing, aspects of L2 development. 10 01 JB code palart.7.14li 327 348 22 Chapter 19 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;14. Development of English question formation in the EFL context of China</TitleText> <Subtitle textformat="02">Recasts or prompts?</Subtitle> 1 A01 Huifang (Lydia) Li Li, Huifang (Lydia) Huifang (Lydia) Li University of New England 2 A01 Noriko Iwashita Iwashita, Noriko Noriko Iwashita University of Queensland 01 This experimental classroom study investigates the effects of two feedback types on English question formation. Ninety Chinese learners were randomly assigned to either one of two experimental groups (recasts or prompts) or the control group. Between the pre- and posttests, the learners in the experimental groups received the assigned type of feedback that addressed their production of questions during task-based interaction. The effects of the feedback were measured by calculating whether there was an increase in production frequency of targeted question types. The results showed that (1) neither feedback type was effective in increasing the learners&#8217; production of Stage-5 questions, and (2) both feedback types were valuable in improving the learners&#8217; production of accurate questions, but recasts yielded a larger effect than prompts. These findings provide further evidence of feedback usefulness in L2 learning and shed light on English question formation via the pedagogical tool of corrective feedback. 10 01 JB code palart.7.15ste 349 370 22 Chapter 20 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;15. Can print literacy impact upon learning to speak Standard Australian English?</TitleText> 1 A01 Carly Steele Steele, Carly Carly Steele Curtin University 2 A01 Rhonda Oliver Oliver, Rhonda Rhonda Oliver Curtin University 01 Second language learning research mostly investigates literate learners. Based on studies by Tarone, Bigelow and colleagues (2004, 2005, 2006, 2006) this small scale study focuses on low level literacy learners who are acquiring Standard Australian English as their second dialect. It explores whether literacy levels impact upon the processing of language when engaging in oral interaction tasks. Utilising Pienemann&#8217;s (1998, 2005) stages of question formation, feedback given to the learners targeted questions within the learners&#8217; developmental stage. Participants were asked to identify whether the language used differed from their own, and if so, to attempt to reproduce it. The findings show that feedback was often noticed, but no significant relationship was found between literacy level and noticing. However, there was a significant relationship between literacy level and the reproduction of targeted forms. This study, like the others contained within this section, is concerned with the developmental readiness of second language learners to acquire target forms and the approach is closely aligned with that of Li and Iwashita (this volume). However, it does differ in that its participants are learners of a second dialect with low literacy levels, representing an under-studied population. 10 01 JB code palart.7.16hei 371 390 20 Chapter 21 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;16. The role of grammatical development in oral assessment</TitleText> 1 A01 Maria Eklund Heinonen Heinonen, Maria Eklund Maria Eklund Heinonen Södertörn University 01 Tests today are usually based on a communicative view of language, with less focus on grammar. In this chapter, a study is presented that investigates whether there is a difference in terms of grammatical development between a group of test-takers who passed and a group who failed an oral language test. The study addresses theories of SLA and language testing, i.e., Processability Theory and the model of Communicative Language Ability, the construct of the test. Data from learners&#8217; test performances were analysed using PT in order to see whether there was a consistent relationship between the PT stage analysis and the results derived from the test. The comparison shows a clear difference between the test-takers who passed and those who failed in terms of grammatical development. This implies a correlation between grammatical development and communicative competence in general which may indicate that PT constitutes a useful basis for oral assessment. 10 01 JB code palart.7.17nic 391 398 8 Chapter 22 <TitleType>01</TitleType> <TitleText textformat="02">Chapter&#160;17. How does PT&#8217;s view of acquisition relate to the challenge of widening perspectives on SLA?</TitleText> 1 A01 Howard Nicholas Nicholas, Howard Howard Nicholas La Trobe University 2 A01 Anke Lenzing Lenzing, Anke Anke Lenzing Paderborn University 3 A01 Jana Roos Roos, Jana Jana Roos Potsdam University 10 01 JB code palart.7.ind 399 404 6 Miscellaneous 23 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20191128 2019 John Benjamins B.V. 02 WORLD 08 875 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 63 16 01 02 JB 1 00 99.00 EUR R 02 02 JB 1 00 104.94 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 16 02 02 JB 1 00 83.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 16 01 gen 02 JB 1 00 149.00 USD