000			08174nam a22005293i 4500
001			EBC5778057
003			MiAaPQ
005			20240724113722.0
006			m o d |
007			cr cnu||||||||
008			240724s2019 xx o ||||0 eng d
020			_a9789027262592 _q(electronic bk.)
020			_z9789027203120
035			_a(MiAaPQ)EBC5778057
035			_a(Au-PeEL)EBL5778057
035			_a(OCoLC)1089258680
040			_aMiAaPQ _beng _erda _epn _cMiAaPQ _dMiAaPQ
050		4	_aP118.2
082	0		_a418.0071
100	1		_aArntzen, Ragnar.
245	1	0	_aTeachability and Learnability Across Languages.
250			_a1st ed.
264		1	_aAmsterdam/Philadelphia : _bJohn Benjamins Publishing Company, _c2019.
264		4	_c©2019.
300			_a1 online resource (273 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aProcessability Approaches to Language Acquisition Research and Teaching Series ; _vv.6
505	0		_aIntro -- Teachability and Learnability across Languages -- Editorial page -- Title page -- Copyright page -- Table of contents -- Introduction -- References -- Part I. Teachability and learnability -- 1. Research timeline. The role of instruction -- Acknowledgements -- References -- 2. How much English do children know before they are exposed to instruction? -- 1. Introduction -- 2. Grammatical development: PT -- 2.1 PT and transfer -- 3. Vocabulary acquisition -- 4. The present study -- 4.1 Aim and research questions -- 4.2 Method and materials -- 4.2.1 The ELIAS grammar test -- 4.2.2 The BPVS vocabulary test -- 4.3 Data collection procedure and analyses -- 5. Results -- 5.1 Mean scores -- 5.1.1 Scores on the grammar test - compared with the preschool children's ELIAS scores -- 5.1.2 Scores on the BPVS II vocabulary test -- 5.2 Grammar - did the children follow the PT stages? -- 6. How do Swedish children react when asked to perform a test on English? Are they "fearless"? -- 6.1 Metalinguistic comments -- 6.2 Chunk use -- 6.3 "Listening in Swedish" -- 7. Discussion -- Conclusions -- References -- 3. Morpho-syntactic development in the input -- 1. Introduction -- 2. Theoretical background -- 3. PT -- 5. Representation in the input -- 6. Previous research on textbooks -- 7. A study of learning objectives in textbooks for "Education in Swedish for Immigrants" -- 7.1 Aim of the study -- 8. Data and method for analysis -- 8.1 "Education in Swedish for Immigrants" -- 8.2 Method of analysis -- 9. Results -- 9.1 Progression between courses -- 9.2 Morpho-syntactic difficulties within single texts -- 10. Discussion -- References -- Textbooks in the study -- 4. Are speech and writing teachable? -- 1. Introduction -- 2. Theoretical background -- 2.1 PT -- 2.2 PT's ESL question stages -- 2.3 The TH -- 3. The study -- 3.1 Participants.
505	8		_a3.2 Tasks and elicitation -- 3.3 Procedure -- 3.5 Analysis -- 4. Results -- 4.1 Pre-test results -- 4.2 Post-test results -- 4.3 Other analyses -- 5. Discussion -- 6. Conclusion -- Acknowledgements -- References -- Part II. Methods and assessment -- 5. The elicitation of oral language production data -- 1. Introduction -- 2. The EIT: Procedure -- 3. Methodological challenge: Topicalization and functional case use in L2 German -- 4. The study -- Participants -- Data elicitation task -- Results -- 5. Pros and cons of the EIT -- 6. Conclusion -- Acknowledgements -- References -- 6. Elicited imitation as a diagnostic tool of morpho-syntactic processing -- 1. Introduction -- 2. Methodology -- 2.1 Input and participants -- 2.2 Structured tests -- 2.3 Spontaneous production -- 3. Research questions, rationale and hypotheses -- 4. Results -- 5. Discussion -- 6. Conclusion -- Acknowledgements -- References -- 7. Grammatical accuracy and complexity in a speaking proficiency test -- 1. Introduction -- 2. Background -- 2.1 The Common European Framework of Reference (CEFR) -- 2.2 Complexity, accuracy and language proficiency -- 2.3 Level of processability and language proficiency -- 3. Method -- 3.1 The test -- 3.2 Transcribing and coding -- 3.3 Statistical analysis -- 4. Results -- 4.1 Descriptive statistics -- 4.2 Correlations between assessments -- 4.3 Correlations between measures -- 4.4 Correlations between assessments and measures -- 5. Explaining unexpected cases -- 5.1 Selecting typical and non-typical cases -- 5.2 Comparing typical and non-typical cases -- 6. Summary and discussion -- 7. Conclusion -- Acknowledgements -- References -- Part III. Cross-linguistic aspects of SLA -- 8. Acquisition of nominal morphology in Norwegian L2 -- 1. Introduction -- 1.1 A note on terminology -- 1.2 Articles and suffixes in Norwegian nominal phrases.
505	8		_a2. Earlier research on articles and suffixes -- 3. The present study -- 3.1 The speakers -- 3.2 The data material -- 3.3 Data analysis -- 4. Findings -- 4.1 A closer look at the patterns displayed -- 5. Discussion -- 6. Conclusion -- References -- 9. Interlingual versus intralingual tendencies in second language acquisition -- 1. Introduction -- 2. Previous studies -- 2.1 Varieties of motion event descriptions -- 2.1.1 The typology of motion event -- 2.1.2 Motion event descriptions in English, Hungarian and Japanese -- 2.2 Motion event descriptions in L2 -- 2.3 Research questions -- 3. Research methodology -- 3.1 Participants and materials -- 3.2 Data analysis -- 4. Results and analysis -- 4.1 Reference to each semantic component -- 4.2 Syntactic structure of motion event descriptions by L1 speakers -- 4.3 Syntactic properties of learner languages -- 4.3.1 Sentence patterns -- 4.3.2 Difficulties for L2 learners -- 4.3.3 Common properties of L2 groups -- 5. Conclusion -- Acknowledgement -- References -- 10. The acquisition of Turkish (genitive)-possessive structures by adult Norwegian learners -- 1. Introduction -- 2. Turkish at the University of Oslo -- 3. Methodology-participants-data -- 4. Linguistic structures -- 4.1 Phrasal structures: N_GEN+N_POSS and N+N_POSS structures -- 4.2 Clausal structures: Noun clauses with -DIK and -mA -- 5. PT -- 6. Data coding and analysis -- 6.1 Phrasal structures -- 6.1.1 N+N_POSS structures -- 6.1.1 N_GEN+N_POSS structures -- 6.2 Clausal structures: Noun clauses with -mA and -DIK -- 7. Discussion and conclusions -- 7.1 Discussion of the results on phrasal structures -- 7.2 Discussion of the results on clausal structures -- 7.3 Comparison of the results for phrasal and clausal structures -- 8. General discussion and further research -- Acknowledgements -- References -- Closing chapter. Opening new perspectives.
505	8		_a11. Heritage language development and the promise of Processability Theory -- 1. Introduction -- 2. Similarities between second language acquisition and heritage language acquisition -- 2.1 Grammatical development -- 2.2 Input and experience -- 2.3 Instruction -- 3. PT for heritage language acquisition -- 4. Conclusion -- References -- Subject index.
520			_aTeachability and Learnability across Languages addresses key issues in second, foreign and heritage language acquisition, as well as in language teaching.
588			_aDescription based on publisher supplied metadata and other sources.
590			_aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650		0	_aSecond language acquisition-Psychological aspects.
650		0	_aLanguage and languages-Study and teaching-Foreign speakers.
655		4	_aElectronic books.
700	1		_aHåkansson, Gisela.
700	1		_aHjelde, Arnstein.
700	1		_aKeßler, Jörg-U.
776	0	8	_iPrint version: _aArntzen, Ragnar _tTeachability and Learnability Across Languages _dAmsterdam/Philadelphia : John Benjamins Publishing Company,c2019 _z9789027203120
797	2		_aProQuest (Firm)
830		0	_aProcessability Approaches to Language Acquisition Research and Teaching Series
856	4	0	_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=5778057 _zClick to View
999			_c10685 _d10685