Theoretical and Methodological Developments in Processability Theory.

Theoretical and Methodological Developments in Processability Theory -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgments -- Processability theory -- 1.1 Introduction -- 1.2 Theory evaluation -- 1.3 The explanatory power of PT -- 1.4 Developments within PT -- 1.5 About this volume -- PART I: Interface between Morpho-Syntax and Discourse/Pragmatics/Semantics -- PART II: Constraints on Processing and Receptive Processing -- PART III: Developments in Instructed Second Language Learning -- References -- Processing Alignments -- 2.1 Introduction -- 2.2 Topics, subjects and semantic prominence -- 2.2.1 Topics -- 2.2.2 Subjects and semantic vs syntactic prominence -- 2.3 Developmental stages in Samoan SLA -- 2.3.1 Initial NP is ɵ̂ -- 2.3.2 No sign of a subject -- 2.3.3 ɵ̂ is not XP1 -- 2.3.4 Initial position, Topicality and ɵ̂ -- 2.4 Processing alignment -- 2.4.1 LMT: Mapping semantic roles to grammatical functions -- 2.4.2 Processing c-structural constraints -- 2.5 Conclusions -- References -- The emergence of sentence Topic in a Topic‑prominent language -- 3.1 Introduction -- 3.2 Topic-Comment in Chinese -- 3.3 L2 acquisition of Chinese sentence Topic -- 3.4 The study -- 3.4.1 Informants and data collection -- 3.4.2 Findings -- 3.5 Discussion -- 3.6 Conclusion -- Acknowledgement -- References -- The Acquisition of the Ergative Case in Hindi as a Foreign Language -- 4.1 Introduction -- 4.2 The ergative case in Hindi -- 4.3 The Ergative Case in Child Language Acquisition -- 4.4 Processability Theory and Case Development -- 4.5 Methodology -- 4.6 Results -- i The default nominative stage -- ii The stage of overgeneralisation -- iii The stage of functional case use -- 4.7 Discussion -- 4.8 Conclusion -- References -- Response Paper -- References -- Constraints on Processing -- 6.1 Introduction.

6.2 The initial state in L2 acquisition - the Multiple Constraints Hypothesis -- 6.3 The role of L1 transfer at the L2 initial state -- 6.3.1 The Developmentally Moderated Transfer Hypothesis -- 6.3.2 The Developmentally Moderated Transfer Hypothesis: Empirical studies -- 6.4 L1 transfer and the L2 initial mental grammatical system - an empirical study -- 6.4.1 Single words, Formulaic sequences &amp -- idiosyncratic structures -- 6.4.1.1 Single words -- 6.4.1.2 Formulaic sequences -- 6.4.1.3 Idiosyncratic structures - individual strategies -- 6.4.2 L1 structures that are not transferred -- 6.5 Conclusion -- Acknowledgements -- References -- Studying Receptive Grammar Acquisition within a PT Framework -- 7.1 Introduction -- 7.2 Processability Theory -- 7.2.1 The Development of L2 English Morphology -- 7.2.2 Data Elicitation and Analysis in PT -- 7.3 Studying the applicability of PT to receptive grammar acquisition -- 7.3.1 Methodological Challenges -- 7.3.2 Receptive grammar instruments and PT -- 7.3.3 Previous studies of receptive grammar acquisition within a PT framework -- 7.3.4 The Present Study -- 7.4 Method -- 7.4.1 Participants -- 7.4.2 Targeted Morphological Phenomena and PT -- 7.4.3 Instrument &amp -- Procedure -- 7.4.3.1 Conditions and Trials -- 7.4.3.2 Minimal Pairs -- 7.4.3.3 Counterbalanced Lists, Blocks and Comprehension Questions -- 7.4.4 Reaction Time Analysis -- 7.5 Results -- 7.5.1 Group Analysis -- 7.5.2 Individual Data -- 7.6 Discussion -- 7.7 Conclusions for PT Theory Development, Future Research and Wider Relevance -- 7.7.1 Conclusion for PT Theory Development -- 7.7.2 Expanding the current study -- 7.7.3 Looking beyond PT and developmental stages -- Acknowledgments -- References -- Response Paper -- References -- PT meets CA -- 9.1 Introduction -- 9.2 Conversation Analysis for Second Language Acquisition (CA for SLA).

9.2.1 Social participation and language learning -- 9.2.2 CA and sociocultural theories of learning -- 9.3 Theory meets practice -- 9.3.1 The Database -- 9.3.2 Classroom interaction in a CLIL setting: Questions and Negation -- 9.3.3 Negation -- 9.4 PT meets CA -- 9.4.1 PT and classroom research -- 9.4.2 Interlanguage Development in a CLIL setting -- 9.5 Conclusion -- References -- Instructing Stages of Processability Theory in L2 Spanish -- 10.1 Introduction -- 10.2 Processability Hierarchy for L2 Spanish -- 10.3 Pedagogical interventions on the PT hierarchy: The Teachability Hypothesis -- 10.4 Aim and Research Questions -- 10.5 Study 1 -- 10.5.1 Method -- 10.5.2 Results -- 10.6 Study 2 -- 10.6.1 Method -- 10.6.2 Results -- 10.7 Discussion -- 10.8 Conclusion -- References -- Appendix A -- Appendix B: Implicational Scaling for Study 2 -- Implications of the Developmental Stages of Language Acquisition for Classroom Teaching -- 11.1 Introduction -- 11.2 The Role of Instruction in China -- 11.3 Methodology -- 11.3.1 Participants and Setting -- 11.3.2 ESL stages -- 11.3.3 Design -- 11.3.3.1 Pre-test -- 11.3.3.2 Instructional Period -- 11.3.3.3 Post-test -- 11.4 Results -- 11.4.1 Pre-test -- 11.4.2 Post-test -- 11.5 Discussion -- 11.6 Conclusion -- References -- Appendix -- Response Paper -- References -- 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.