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The focus of this chapter is on the typological plausability of Processability Theory (PT, Pienem... more The focus of this chapter is on the typological plausability of Processability Theory (PT, Pienemann 1998). The chapter investigates how languages across typology encode grammatical relations (SUBJ and OBJ, etc) using different means of syntactic or morphological expressions, such as configurationality (i.e. syntactic phrase) and inflectional morphology. Lexical Functional Grammar's (LFG) view of language typology and expression of grammatical relations are explained using Bresnan (2001) and Nordlinger (1998). PT is able to interpret different means of morphosyntactic operations into its L2 developmental stages. This is possible by identifying which necessary procedural skills required for speech production are involved in a particular linguistic operation. LFG's "feature unification" is one of the key notions for PT stages. I will illustrate the relationship between language typology and PT stages, exemplifying a head-marking in English and two pro-drop languages (i.e. Italian and Arabic), and a dependent-marking in Japanese
Processability Approaches to Language Acquisition Research & Teaching, 2019
A fundamental issue in second language acquisition research and in applied linguistics is the que... more A fundamental issue in second language acquisition research and in applied linguistics is the question of how learners acquire a second language. Today it is general knowledge that any second language learning follows certain, theoretically established and empirically supported developmental sequences. Based on Processability Theory (Pienemann 1998 and 2005) one can diagnose current states of individual learners' second language development. Knowing about the path of second language development provides important insights into what learners are ready to acquire in the second language at a given point in time. This can support second language learning both in natural and instructional settings. Pienemann's Processability Theory (PT) provides a well researched and empirically substantiated framework to explain the developmental sequences in second language learning across languages. Taking Pienemann (1998 and 2005) as the point of departure the chapters of this book apply, tes...
Research in Second Language Acquisition: Empirical Evidence Across Languages provides an overview... more Research in Second Language Acquisition: Empirical Evidence Across Languages provides an overview of current research within the Processability Theory framework (Pienemann 1998; 2005). The articles in this volume combine a more theoretical approach in order to further extend the theory and studies utilizing PT to further investigate bilingual language acquisition and language development in natural and institutional settings. Taking these different aspects into consideration, this volume is organised in two parts. Part 1 Second Language Processing: Contributions to Theory Development contains a number of papers discussing the inclusion of further theoretical aspects into PT, focusing on English as a second language. In Part 2 Second Language Grammars across Languages, PT is applied to a number of typologically different languages and contexts.
In this article we utilize a developmental perspective as a metric for the comparison of bilingua... more In this article we utilize a developmental perspective as a metric for the comparison of bilingual language ability. In particular, we utilize Processabilty Theory (Pienemann, 1998a, 2005) which provides a psycholinguistic metric for developmental schedules of any given language. We demonstrate this approach to the cross-linguistic measurement of language development on the basis of Itani-Adams’ (2007) study of bilingual (Japanese—English) first language acquisition.
The TESOL Encyclopedia of English Language Teaching
Teachability and Learnability across Languages. Edited by Ragnar Arntzen, Gisela Håkansson, Arnstein Hjelde and Jörg-U. Keßler., 2019
This chapter presents an overview of studies that have dealt with the role of instruction, and mo... more This chapter presents an overview of studies that have dealt with the role of instruction, and more particularly, its possible effect on altering the route of second language acquisition (SLA). In SLA, some have argued that the effects of instruction are limited, in that instruction will promote acquisition only if it occurs at a time when a learner is ‘ready’ for the forms instructed. One formalisation of this idea of learner readiness is Pienemann’s (1984) teachability hypothesis. The present timeline will discuss studies preceding the formulation of the teachability hypothesis as well as subsequent studies that confirm, adjust, challenge or refute it. The aim is to give a historical overview of findings relating to this research question, which remains significant and relevant today.
Die Nutzung digitaler Medien in der Schule wird zunehmend wichtig. Oftmals fehlen Lehrerinnen und... more Die Nutzung digitaler Medien in der Schule wird zunehmend wichtig. Oftmals fehlen Lehrerinnen und Lehrern jedoch sowohl notwendige Kompetenzen im Umgang mit digitalen Medien als auch Kenntnisse über sinnvolle didaktische Ansätze. Jedoch können diese neuen Technologien neue Chancen vor allem Hinblick auf die schulische Förderung von Schülern und Schülerinnen mit Migrationshintergrund bieten. Vor diesem Hintergrund wird in diesem Beitrag aufgezeigt, wie Lehramtsstudierende den Umgang mit digitalen Medien im Englischunterricht in der Grundschule im Rahmen eines praxisorientierten Seminars aus nächster Nähe kennenlernen und die im Seminar entwickelten Unterrichtskonzepte in einer Grundschule erproben können.
The focus of this chapter is on the typological plausability of Processability Theory (PT, Pienem... more The focus of this chapter is on the typological plausability of Processability Theory (PT, Pienemann 1998). The chapter investigates how languages across typology encode grammatical relations (SUBJ and OBJ, etc) using different means of syntactic or morphological expressions, such as configurationality (i.e. syntactic phrase) and inflectional morphology. Lexical Functional Grammar's (LFG) view of language typology and expression of grammatical relations are explained using Bresnan (2001) and Nordlinger (1998). PT is able to interpret different means of morphosyntactic operations into its L2 developmental stages. This is possible by identifying which necessary procedural skills required for speech production are involved in a particular linguistic operation. LFG's "feature unification" is one of the key notions for PT stages. I will illustrate the relationship between language typology and PT stages, exemplifying a head-marking in English and two pro-drop languages (i.e. Italian and Arabic), and a dependent-marking in Japanese
Processability Approaches to Language Acquisition Research & Teaching, 2019
A fundamental issue in second language acquisition research and in applied linguistics is the que... more A fundamental issue in second language acquisition research and in applied linguistics is the question of how learners acquire a second language. Today it is general knowledge that any second language learning follows certain, theoretically established and empirically supported developmental sequences. Based on Processability Theory (Pienemann 1998 and 2005) one can diagnose current states of individual learners' second language development. Knowing about the path of second language development provides important insights into what learners are ready to acquire in the second language at a given point in time. This can support second language learning both in natural and instructional settings. Pienemann's Processability Theory (PT) provides a well researched and empirically substantiated framework to explain the developmental sequences in second language learning across languages. Taking Pienemann (1998 and 2005) as the point of departure the chapters of this book apply, tes...
Research in Second Language Acquisition: Empirical Evidence Across Languages provides an overview... more Research in Second Language Acquisition: Empirical Evidence Across Languages provides an overview of current research within the Processability Theory framework (Pienemann 1998; 2005). The articles in this volume combine a more theoretical approach in order to further extend the theory and studies utilizing PT to further investigate bilingual language acquisition and language development in natural and institutional settings. Taking these different aspects into consideration, this volume is organised in two parts. Part 1 Second Language Processing: Contributions to Theory Development contains a number of papers discussing the inclusion of further theoretical aspects into PT, focusing on English as a second language. In Part 2 Second Language Grammars across Languages, PT is applied to a number of typologically different languages and contexts.
In this article we utilize a developmental perspective as a metric for the comparison of bilingua... more In this article we utilize a developmental perspective as a metric for the comparison of bilingual language ability. In particular, we utilize Processabilty Theory (Pienemann, 1998a, 2005) which provides a psycholinguistic metric for developmental schedules of any given language. We demonstrate this approach to the cross-linguistic measurement of language development on the basis of Itani-Adams’ (2007) study of bilingual (Japanese—English) first language acquisition.
The TESOL Encyclopedia of English Language Teaching
Teachability and Learnability across Languages. Edited by Ragnar Arntzen, Gisela Håkansson, Arnstein Hjelde and Jörg-U. Keßler., 2019
This chapter presents an overview of studies that have dealt with the role of instruction, and mo... more This chapter presents an overview of studies that have dealt with the role of instruction, and more particularly, its possible effect on altering the route of second language acquisition (SLA). In SLA, some have argued that the effects of instruction are limited, in that instruction will promote acquisition only if it occurs at a time when a learner is ‘ready’ for the forms instructed. One formalisation of this idea of learner readiness is Pienemann’s (1984) teachability hypothesis. The present timeline will discuss studies preceding the formulation of the teachability hypothesis as well as subsequent studies that confirm, adjust, challenge or refute it. The aim is to give a historical overview of findings relating to this research question, which remains significant and relevant today.
Die Nutzung digitaler Medien in der Schule wird zunehmend wichtig. Oftmals fehlen Lehrerinnen und... more Die Nutzung digitaler Medien in der Schule wird zunehmend wichtig. Oftmals fehlen Lehrerinnen und Lehrern jedoch sowohl notwendige Kompetenzen im Umgang mit digitalen Medien als auch Kenntnisse über sinnvolle didaktische Ansätze. Jedoch können diese neuen Technologien neue Chancen vor allem Hinblick auf die schulische Förderung von Schülern und Schülerinnen mit Migrationshintergrund bieten. Vor diesem Hintergrund wird in diesem Beitrag aufgezeigt, wie Lehramtsstudierende den Umgang mit digitalen Medien im Englischunterricht in der Grundschule im Rahmen eines praxisorientierten Seminars aus nächster Nähe kennenlernen und die im Seminar entwickelten Unterrichtskonzepte in einer Grundschule erproben können.