Full Description
This edited volume brings together the work of a number of researchers working in the framework of Processability Theory (PT), a psycholinguistic theory of second language acquisition (SLA) (Pienemann 1998; 2005). The aim of the volume is two-fold: It engages with current issues in both theory development and theory application and focuses on theoretical developments within the framework of PT as well as issues related to second language teaching and assessment. In coordinating approaches to addressing both theoretical and applied aspects of SLA, this volume aims at bridging the gap between theory and practice. It also reflects the richness of debate within the field of PT-based research. The volume is intended for postgraduate students, SLA researchers as well as language teachers.
As of January 2019, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched.
Contents
1. Acknowledgements; 2. Modelling and assessing second language acquisition: 30 years onwards (by Lenzing, Anke); 3. About this book; 4. Theory Development; 5. The development of argument structure in the initial L2 mental grammatical system (by Lenzing, Anke); 6. Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers: A cross-sectional study (by Kawaguchi, Satomi); 7. Processability Theory and language development in children with Specific Language Impairment (by Hakansson, Gisela); 8. Testing the Developmentally Moderated Transfer Hypothesis: The initial state and the role of the L2 in L3 acquisition* (by Pienemann, Manfred); 9. Theory Assessment; 10. The 'tense' issue: Variable past tense marking by advanced end-state Chinese speakers of L2 English (by Zhang, Yanyin); 11. Acquisition as a gradual process: Second language development in the EFL classroom (by Roos, Jana); 12. Psychometric approaches to language testing and linguistic profiling - A complementary relationship? (by Hagenfeld, Katharina); 13. Assessing linguistic levels of L2 English in primary school programs (by Maier, Esther); 14. Diagnosing L2-English in the communicative EFL Classroom: A task-based approach to individual and developmentally moderated focus on form in a meaning-focused setting (by Kessler, Jorg-U.); 15. The cognitive processes elicited by L2 listening test tasks - A validation study (by Rossa, Henning); 16. About the Authors; 17. Index
