Cross-Linguistic Aspects of Processability Theory
Editor
Seven years ago Manfred Pienemann proposed a novel psycholinguistic theory of language development, Processability Theory (PT). This volume examines the typological plausibility of PT. Focusing on the acquisition of Arabic, Chinese and Japanese the authors demonstrate the capacity of PT to make detailed and verifiable predictions about the developmental schedule for each language. This cross-linguistic perspective is also applied to the study of L1 transfer by comparing the impact of processability and typological proximity. The typological perspective is extended by including a comparison of different types of language acquisition. The architecture of PT is expanded by the addition of a second set of principles that contributes to the formal modeling of levels of processability, namely the mapping of argument-structure onto functional structure in lexical mapping theory. This step yields the inclusion of a range of additional phenomena in the processability hierarchy thus widening the scope of PT.
[Studies in Bilingualism, 30] 2005. xiv, 303 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Abbreviations | p. vii
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Preface | pp. ix–xiii
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1. An introduction to Processability TheoryManfred Pienemann | pp. 1–60
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2. Discussing PTManfred Pienemann | pp. 61–83
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3. Processability, typological distance and L1 transferManfred Pienemann, Bruno Di Biase, Satomi Kawaguchi and Gisela Håkansson | pp. 85–116
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4. Agreement morphology in Arabic as a second language: Typological features and their processing implicationsFethi Mansouri | pp. 117–153
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5. Processing and formal instruction in the L2 acquisition of five Chinese grammatical morphemesYanyin Zhang | pp. 155–177
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6. Similarities and differences in L1 and L2 development. Opening up the perspective: including SLIGisela Håkansson | pp. 179–197
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7. Extending Processability TheoryManfred Pienemann, Bruno Di Biase and Satomi Kawaguchi | pp. 199–251
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8. Argument structure and syntactic development in Japanese as a second languageSatomi Kawaguchi | pp. 253–298
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Subject index | pp. 299–303
“Cross-Linguistic Aspects of Processability Theory should prove a valuable read for anyone interested in language acquisition, particularly SLA, and most specifically with the acquisition of morphology and syntax. Pienemann and colleagues have presented very thought-provoking ideas for linguists and psychologists interested in language acquisition to ponder.”
Robert Felty, University of Michigan, on Linguist List Vol. 17-2294, 2006
Cited by (129)
Cited by 129 other publications
Ivanová, Martina
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Son, Myeongeun
Arslangul, Arnaud
Itani-Adams, Yuki & Bruno Di Biase
2023. Chapter 8. Development of Japanese and English polar questions in bilingual first language acquisition. In Processability and Language Acquisition in the Asia-Pacific Region [Processability Approaches to Language Acquisition Research & Teaching, 9], ► pp. 192 ff.
Kurniawan, Ignatius Soni & Hunik Sri Runing Sawitri
Lavrenchuk, Yuliia
Leto, Fabrizio
Schmiderer, Katrin & Barbara Hinger
Uhl, Patricia, Anja K. Steinlen & Thorsten Piske
Yamaguchi, Yumiko & Hiroko Usami
2023. Chapter 11. Testing the validity of Processability Theory through a corpus-based analysis. In Processability and Language Acquisition in the Asia-Pacific Region [Processability Approaches to Language Acquisition Research & Teaching, 9], ► pp. 280 ff.
Caon, Fabio
Dyson, Bronwen, Gisela Håkansson & Kirrie J. Ballard
Gao, Jie
Keßler, Jörg-U
Nicholas, Howard, Manfred Pienemann & Anke Lenzing
Pienemann, Manfred, Frank Lanze, Howard Nicholas & Anke Lenzing
2022. Chapter 3. Stabilization. In Second Language Acquisition Theory [Bilingual Processing and Acquisition, 14], ► pp. 29 ff.
Yamaguchi, Yumiko
Zhang, Jiahuan & Ksenia Gnevsheva
Alhawary, Mohammad T.
Ghorbani, Majid
Nassaji, Hossein
Noorelahi, Ghadah
2021. Arabic second language learning and effects of input, transfer, and typology, Mohammed T.Alhawary, Washington, DC: Georgetown University Press, 2019, 223 pp., $59.95, E‐book: $179.95, Hardcover: $59.95, Paperback ISBN: 978‐1‐6261‐6646‐2. International Journal of Applied Linguistics 31:1 ► pp. 151 ff.
Stringer, David
Weth, Constanze, Sonja Ugen, Michel Fayol & Natalia Bîlici
2021. Spelling patterns of plural marking and learning trajectories in French taught as a foreign language. Written Language & Literacy 24:1 ► pp. 81 ff.
Côté, Stephanie
Jackson, Carrie
Meriläinen, Lea
ULUDAĞ, Onur
Wisniewski, Katrin
2020. SLA developmental stages in the CEFR-related learner corpus MERLIN. International Journal of Learner Corpus Research 6:1 ► pp. 1 ff.
Wisniewski, Katrin
Zhang, Yanyin
2020. The impact of learning context on L2 Chinese word order structure development. Study Abroad Research in Second Language Acquisition and International Education 5:2 ► pp. 258 ff.
Amici, Federica, Alex Sánchez-Amaro, Carla Sebastián-Enesco, Trix Cacchione, Matthias Allritz, Juan Salazar-Bonet & Federico Rossano
Arntzen, Ragnar & Gisela Håkansson
Arntzen, Ragnar, Gisela Håkansson, Arnstein Hjelde & Jörg-U. Keßler
2019. Introduction. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 1 ff.
Flyman Mattsson, Anna
2019. Chapter 3. Morpho-syntactic development in the input. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 51 ff.
Heinonen, Maria Eklund
2019. Chapter 16. The role of grammatical development in oral assessment. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 371 ff.
Hopp, Holger, Anja Steinlen, Christina Schelletter & Thorsten Piske
Janko, Eleni, Ewa Dąbrowska & James A. Street
Kawaguchi, Satomi & Yumiko Yamaguchi
2019. Chapter 11. Early development and relative clause constructions in English as a second language. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 255 ff.
Meguro, Yoichi
Nicholas, Howard, Anke Lenzing & Jana Roos
2019. Chapter 17. How does PT’s view of acquisition relate to the challenge of widening perspectives on SLA?. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 391 ff.
Nicholas, Howard & Donna Starks
2019. Chapter 7. Using the Multiplicity framework to reposition and reframe the Hypothesis Space. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 157 ff.
Roos, Jana
2019. Chapter 12. Exploiting the potential of tasks for targeted language learning in the EFL classroom. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 285 ff.
Sessarego, Sandro
2020. Chapter 2. Chocó Spanish. In Hispanic Contact Linguistics [Issues in Hispanic and Lusophone Linguistics, 22], ► pp. 44 ff.
Steele, Carly & Rhonda Oliver
2019. Chapter 15. Can print literacy impact upon learning to speak Standard Australian English?. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 349 ff.
Ur, Penny
Zipf, Jessica
常, 言心
Alemán Bañón, José, Robert Fiorentino, Alison Gabriele & Carrie Jackson
Dyson, Bronwen
Dyson, Bronwen
Martoccio, Alyssa
Sessarego, Sandro & Javier Gutiérrez-Rexach
2018. Chapter 4. Afro-Hispanic contact varieties at the syntax/pragmatics interface. In Language Variation and Contact-Induced Change [Current Issues in Linguistic Theory, 340], ► pp. 85 ff.
Azaz, Mahmoud & Joshua Frank
Hagenfeld, Katharina
2016. Psychometric approaches to language testing and linguistic profiling – A complementary relationship?. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 135 ff.
Housen, Alex & Hannelore Simoens
Jäschke, Katja & Ingo Plag
Keßler, Jörg-U. & Mathias Liebner
2016. Diagnosing L2-English in the communicative EFL Classroom. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 193 ff.
Li, Shaofeng, Rod Ellis & Yan Zhu
Long, Michael H.
Pienemann, Manfred, Anke Lenzing & Jörg-U. Keßler
2016. Testing the Developmentally Moderated Transfer Hypothesis. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 79 ff.
Ponnet, Aaricia, Kristof Baten & Saartje Verbeke
2016. The acquisition of differential object marking in Hindi as a foreign language. Dutch Journal of Applied Linguistics 5:2 ► pp. 101 ff.
Baten, Kristof & Gisela Håkansson
Baten, Kristof & Saartje Verbeke
2015. Chapter 4. The Acquisition of the Ergative Case in Hindi as a Foreign Language. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 71 ff.
Buyl, Aafke
2015. Chapter 7. Studying Receptive Grammar Acquisition within a PT Framework. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 139 ff.
Buyl, Aafke
2019. Chapter 4. Is morpho-syntactic decoding governed by Processability Theory?. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 73 ff.
Buyl, Aafke & Alex Housen
Charters, Helen & Grant Muagututi’a
2015. Chapter 2. Processing Alignments. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 19 ff.
Felce, Catherine
Hulstijn, Jan H., Rod Ellis & Søren W. Eskildsen
Keßler, Jörg-U. & Götz Schwab
2015. Chapter 9. PT meets CA. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 175 ff.
Zhang, Xian & James P. Lantolf
Fredriksson, Christine
2014. Christine Fredriksson, review of Kristof Baten:The Acquisition of the German Case System by Foreign Language Learners(Processability Approaches to Language Acquisition Research & Teaching, 2). Amsterdam/Philadelphia: John Benjamins Publishing Company, 2013. ISBN 978 90 272 0302 1. xvii, 304 S.. Studia Neophilologica 86:1 ► pp. 97 ff.
Keck, Casey & YouJin Kim
Schenck, Andrew
Schenck, Andrew
Schenck, Andrew
Schenck, Andrew
Schönström, Krister
2014.
Visual acquisition of Swedish in deaf children. Linguistic Approaches to Bilingualism 4:1 ► pp. 61 ff.
Vainio, Seppo, Anneli Pajunen & Jukka Hyönä
HULSTIJN, JAN H.
Marsden, Emma
Patri, Kai Hendrik, Małgorzata Jokiel, Gabriela Ociepa, Maria Naganowska, Maria Kłańska, Czesława Schatte, Anna Pilarski & Elżbieta Kur
Pienemann, Manfred
Pienemann, Manfred
Schenck, Andrew D. & Wonkyung Choi
Schenck, Andrew D. & Wonkyung Choi
Treffers-Daller, Jeanine & Jeanette Sakel
Al Shatter, Ghassan
2011. Processability approach to Arabic L2 teaching and syllabus design. Australian Review of Applied Linguistics 34:2 ► pp. 127 ff.
Baten, Kristof
Charters, Helen, Loan Dao & Louise Jansen
Charters, Helen, Loan Dao & Louise Jansen
Mhocháin, Róisín Ní
Pienemann, Manfred, Jörg-U. Keßler & Yuki Itani-Adams
Salameh, Eva-Kristina
Bohnacker, Ute & Marit Westergaard
Dyson, Bronwen Patricia
Dyson, Bronwen Patricia
Dyson, Bronwen Patricia
Dyson, Bronwen Patricia
Dyson, Bronwen Patricia
2016. Variation, individual differences and second language processing. Linguistic Approaches to Bilingualism 6:4 ► pp. 341 ff.
Dyson, Bronwen Patricia
2019. Chapter 4. Are speech and writing teachable?. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 71 ff.
Håkansson, Gisela
2016. Processability Theory and language development in children with Specific Language Impairment. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 65 ff.
Håkansson, Gisela
Håkansson, Gisela
2019. Chapter 2. How much English do children know before they are exposed to instruction?. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 27 ff.
Håkansson, Gisela & Catrin Norrby
Myles, Florence
Eckerth, Johannes, Karen Schramm & Erwin Tschirner
Fortune, Alan
Kawaguchi, Satomi
Keating, Gregory D.
Pienemann, Manfred, Bi-Jar Lin & Long-Yeu Chung
Plag, Ingo
Skehan, Peter
[no author supplied]
[no author supplied]
[no author supplied]
[no author supplied]
This list is based on CrossRef data as of 30 october 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.
Subjects
Main BIC Subject
CF: Linguistics
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General