Understanding Second Language Processing : A Focus on Processability Theory.

Intro -- Understanding Second Language Processing -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Acknowledgements -- Chapter 1. Introduction -- 1.1 Introduction -- 1.2 Developmental sequences and PT -- 1.3 L2 development and developmental stages -- 1.4 Methodology and data: What is emergence? -- 1.5 How PT relates to some key SLA concepts -- 1.6 The typological challenge -- 1.7 Different learner categories -- 1.8 Tracking L2 variation -- 1.9 Applications to language pedagogy and assessment -- 1.10 Conclusion -- Chapter 2. L2 development of English -- 2.1 Introduction -- 2.2 Foundations of the ESL stages -- 2.2.1 The SAMPLE project: Grammatical progressions -- 2.2.2 The Pienemann and Johnston stages -- 2.2.3 General developmental stages -- 2.3 PT's morphological stages for L2 English -- 2.3.1 ESL morphological development: The PT account -- 2.3.2 PT's ESL morphological stages -- 2.3.3 Studies of PT's morphological stages -- 2.4 PT's syntactic stages for L2 English -- 2.4.1 ESL syntactic development: The PT account -- 2.4.2 PT's ESL syntactic stages -- 2.4.3 Studies of PT's syntactic stages -- 2.4.4 New theoretical underpinning -- 2.5 New directions in ESL processing -- 2.5.1 What is the shape of the ESL stages? -- 2.5.2 What is the relationship between syntax and morphology in processing? -- 2.5.3 Do the spoken stages apply to other skills? -- 2.6 Conclusion -- Chapter 3. L2 development of Scandinavian languages -- 3.1 Introduction -- 3.2 Swedish as a target language: Morphology and syntax -- 3.2.1 Morphology -- 3.2.1.1 Noun phrase morphology -- 3.2.1.2 Verb phrase morphology -- 3.2.2 Syntax -- 3.3 Pre-PT studies of Scandinavian languages as L2s -- 3.3.1 Studies on SSL Syntax -- 3.3.1.1 Target placement of negation -- 3.3.2 Studies on SSL morphology -- 3.3.2.1 Noun phrase agreement.

3.3.3 Summary of SSL research before PT -- 3.4 Applying Processability Theory to Swedish -- 3.4.1 PT's predictions for L2 Swedish morphology -- 3.4.2 Testing PT morphological stages on empirical SSL data -- 3.4.3 PT's predictions for L2 Swedish syntax -- 3.4.4 Testing PT syntax stages on empirical SSL data -- 3.5 Studies after 1998, applying Processability Theory -- 3.5.1 Scandinavian L2 acquisition -- 3.5.2 Second and foreign language acquisition of Swedish -- 3.6 New directions -- 3.6.1 Relationship between language teachers' assessment and PT stages -- 3.6.2 Relationship between syntax and morphology -- 3.7 Conclusion -- Chapter 4. The typological challenge in PT -- 4.1 Introduction -- 4.2 Language classifications -- 4.2.1 Language families -- 4.2.2 Morphological typology -- 4.2.3 Configurational and non-configurational languages -- 4.2.4 Head- and dependent-marking -- 4.2.5 External and internal structures -- 4.3 The seventeen target languages analysed with the PT framework -- 4.3.1 Examples of structures selected for PT analysis -- 4.4 Pidgins and creoles through the PT lens -- 4.5 PT and the typology of first languages -- 4.5.1 Background languages in L2 learners of Swedish -- 4.5.2 Backgound languages in L2 learners of Russian -- 4.5.3 DMTH and typology of background languages -- 4.6 Challenges for comparability -- 4.6.1 At which stage are possessive structures placed? -- 4.6.2 What counts as evidence of agreement? -- 4.6.3 What counts as evidence for the subordination procedure? -- 4.6.4 Data analyses -- 4.7 Conclusion -- Chapter 5. Learner categories and PT -- 5.1 Introduction -- 5.2 Second language acquisition -- 5.2.1 PT applied to second versus foreign language learners -- 5.2.2 Instructed versus non-instructed learning in a second language setting -- 5.2.3 Deaf learners of written L2 Swedish -- 5.3 First language acquisition.

5.3.1 PT studies on monolingual acquisition -- 5.3.2 PT studies on bilingual L1 acquisition -- 5.3.3 PT studies on heritage learners/ speakers -- 5.3.4 Children with Language Impairment - PT as diagnostic tool -- 5.4 Conclusion -- Chapter 6. Variation in second language processing -- 6.1 Introduction -- 6.2 Origins: Learner variation in developmental stages -- 6.2.1 The principle of simplification -- 6.2.2 Variation in the MM -- 6.2.3 Variation in Pienemann's early work -- 6.2.4 Variation in the Predictive Framework -- 6.3 Syntactic variation in Processability Theory -- 6.3.1 Hypothesis Space and syntactic conflicts -- 6.3.2 Responding to syntactic problems: The options and trailers of learner types -- 6.3.3 Research on PT's hypothesis on syntactic variation -- 6.4 Morphological variation in Processability Theory -- 6.4.1 Hypothesis Space and morphological conflicts -- 6.4.2 Responding to morphological problems: Options and trailers of learner types -- 6.4.3 Research on PT's hypothesis on morphological variation -- 6.5 Variation in developmental features -- 6.5.1 Variation in L2 English developmental features -- 6.5.2 Variation in other L2s' developmental features -- 6.5.3 Other approaches to variation in developmental features -- 6.6 Conclusion -- Chapter 7. Language teaching, assessment and processing -- 7.1 Introduction -- 7.2 Teachability and language assessment: Foundations -- 7.2.1 The Teachability Hypothesis -- 7.2.2 The Teachability Hypothesis: Cross-linguistic studies -- 7.2.3 Developmental assessment: Foundations -- 7.3 Teachability and language assessment in PT -- 7.3.1 The Teachability Hypothesis in PT -- 7.3.2 PT and cross-linguistic studies of teachability -- 7.3.3 Developmental assessment in PT -- 7.4 Processing and the pedagogical context -- 7.4.1 Processing and syllabus/curriculum design -- 7.4.2 Processing and textbook design.

7.4.3 Processing and teacher talk -- 7.5 New directions in developmentally moderated pedagogy -- 7.5.1 Influence of instructional factors on processing -- 7.5.2 Developmentally moderated cycles -- 7.5.3 The roles of form and meaning in developmentally-moderated pedagogy -- 7.5.4 Diagnostic procedures for L2s other than English -- 7.6 Conclusion -- Chapter 8. Discussion and conclusion -- 8.1 Introduction -- 8.2 The universality of the PT's stages -- 8.4 Patterned variation within development -- 8.5 The constraints and potential of developmental readiness -- 8.6 Overall implications -- 8.9 Concluding remarks -- References -- Appendix -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.