Language Processing and Second Language Development
Processability theory
This book marks a new development in the field of second language acquisition research. It explores the way in which language processing mechanisms shape the course of language development. Language Processing and Second Language Development thus adds one major psychological component to the search for a theory of second language acquisition.
The core of the book is Pienemann’s Processability Theory which spells out which second language forms are processable at which developmental stage. The theory is based on recent research into language processing and is formalised within Lexical-Functional Grammar.
The predictions of the theory are applied to the second language development of English, German, Japanese and Swedish. The theory is also tested in on-line experiments. In addition, Processability Theory has major implications for interlanguage variation (including task variation) and age-related differences in language acquisition. All of these issues are explored from a processing perspective with theoretical and empirical rigor.
The core of the book is Pienemann’s Processability Theory which spells out which second language forms are processable at which developmental stage. The theory is based on recent research into language processing and is formalised within Lexical-Functional Grammar.
The predictions of the theory are applied to the second language development of English, German, Japanese and Swedish. The theory is also tested in on-line experiments. In addition, Processability Theory has major implications for interlanguage variation (including task variation) and age-related differences in language acquisition. All of these issues are explored from a processing perspective with theoretical and empirical rigor.
[Studies in Bilingualism, 15] 1998. xviii, 366 pp.
Publishing status:
© John Benjamins Publishing Company
Table of Contents
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Acknowledgements | p. xiii
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Preface: A brief overview | p. xv
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Explanatory issues in SLA | p. 1
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Language processing and language acquisition | p. 39
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Processing procedures and the development of grammar | p. 89
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Empirical and theoretical issues in processability theory | p. 117
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Cross-linguistic validity and on-line evidence | p. 165
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Hypothesis space | p. 231
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Epilogue | p. 331
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Notes | p. 337
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Author Index | p. 359
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Subject Index | p. 363
“I found this a very interesting and stimulating book. The author develops an original point of view which has never before been made accessible in the form of a coherent argument in a single volume. In addition, there are many aspects of the theory and of its coverage which are new.”
R.J. Towell, University of Salford
“[Language Processing and Second Language Development: Processability theory ] is a very good book indeed. The contents are rich, there are many discussions of similar models, and the differences between them and PT are thoroughly accounted for. Even if one were not primarily interpreted in PT, one would still learn a great deal about SLA from this book. So it is really a gift to SLA researchers. Buy it — you will be sure to use it many times as a source of inspiration and for references.”
Esther Glahn, University of Copenhagen in Applied Linguistics 22(4), 2001
“Pienemann's book represents a significant contribution to theoretical debates in SLA with its systematic description of language development in terms of cognitive factors relating to human processing abilities as well as formal/linguistic notions derived from a theory of grammar.
”
”
Fehti Mansouri in Australian Review of Applied Linguistics 25:1, 2002
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Hjelde, Arnstein, Bjørn Harald Kvifte, Linda Evenstad Emilsen & Ragnar Arntzen
2019. Chapter 8. Processability Theory as a tool in the study of a heritage speaker of Norwegian. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 185 ff.
Hopp, Holger
2019. Cross-linguistic influence in the child third language acquisition of grammar: Sentence comprehension and production among Turkish-German and German learners of English. International Journal of Bilingualism 23:2 ► pp. 567 ff.
Hua, Tzu-Ling
2019. Textbooks for teaching and learning a foreign English language: Do they really facilitate students’ acquisition of English relative clauses?. International Journal of Research Studies in Language Learning 8:2
Kawaguchi, Satomi & Yumiko Yamaguchi
2019. Chapter 11. Early development and relative clause constructions in English as a second language. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 255 ff.
Kostoulas, Achilleas
2019. Repositioning Language Education Theory. In Challenging Boundaries in Language Education [Second Language Learning and Teaching, ], ► pp. 33 ff.
Lee, James F. & Stephen Doherty
2019. NATIVE AND NONNATIVE PROCESSING OF ACTIVE AND PASSIVE SENTENCES. Studies in Second Language Acquisition 41:04 ► pp. 853 ff.
Lenzing, Anke, Howard Nicholas & Jana Roos
2019. Chapter 1. Contextualising issues in Processability Theory. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 1 ff.
Li, Huifang (Lydia) & Noriko Iwashita
2019. Chapter 14. Development of English question formation in the EFL context of China. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 327 ff.
Llinàs-Grau, Mireia & Aurora Bel
2019. On the Acceptance of the Null That by Bilingual Catalan/Spanish L2 Learners of English. Languages 4:2 ► pp. 30 ff.
Loewen, Shawn & Masatoshi Sato
2019. Instructed Second Language Acquisition and English Language Teaching: Theory, Research, and Pedagogy. In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ], ► pp. 1 ff.
Loewen, Shawn & Masatoshi Sato
2019. Instructed Second Language Acquisition and English Language Teaching: Theory, Research, and Pedagogy. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 1131 ff.
Long, Michael H., Jiyong Lee & Kyoko Kobayashi Hillman
2019. Task-Based Language Learning. In The Cambridge Handbook of Language Learning, ► pp. 500 ff.
Lozano, Cristóbal & Ana Díaz-Negrillo
2019. Using learner corpus methods in L2 acquisition
research. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32:1 ► pp. 82 ff.
Magnani, Marco
2019. Chapter 6. Developing morpho-syntax in non-configurational languages. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 131 ff.
McWhorter, John M.
2019. The radically isolating languages of Flores. Journal of Historical Linguistics 9:2 ► pp. 177 ff.
Montrul, Silvina
2019. Chapter 11. Heritage language development and the promise of Processability Theory. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 237 ff.
Nicholas, Howard, Anke Lenzing & Jana Roos
2019. Chapter 17. How does PT’s view of acquisition relate to the challenge of widening perspectives on SLA?. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 391 ff.
Nicholas, Howard & Donna Starks
2019. Chapter 7. Using the Multiplicity framework to reposition and reframe the Hypothesis Space. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 157 ff.
Nottbeck, Emilia
2019. Chapter 10. Modelling relative clauses in Processability Theory and Lexical-Functional Grammar. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 231 ff.
Rastelli, Stefano
2019. The discontinuity model: Statistical and grammatical learning in adult second-language acquisition. Language Acquisition 26:4 ► pp. 387 ff.
Rastelli, Stefano
2022. Intra-language: the study of L2 morpheme productivity as within-item variance. International Review of Applied Linguistics in Language Teaching 60:4 ► pp. 1143 ff.
Rastelli, Stefano
2022. Intra-language: the study of L2 morpheme productivity as within-item variance. International Review of Applied Linguistics in Language Teaching 60:4 ► pp. 1143 ff.
Rickford, John Russell & Sharese King
2019. Language and Linguistics on Trial. In Variation, Versatility and Change in Sociolinguistics and Creole Studies, ► pp. 245 ff.
Saturno, Jacopo
2019. Chapter 6. Elicited imitation as a diagnostic tool of morpho-syntactic processing. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 119 ff.
Saturno, Jacopo
2022. Production of inflectional morphology in intercomprehension-based language teaching: the case of Slavic languages. International Journal of Multilingualism 19:3 ► pp. 383 ff.
Saturno, Jacopo
2022. East Slavic interference in L2 Polish: state of the art and future perspectives. Applied Linguistics Papers 4/2022:26 ► pp. 84 ff.
Saturno, Jacopo
2023. Bliskość pomiędzy językami słowiańskimi a integracja uchodźców z Ukrainy w Polsce. Poznańskie Studia Polonistyczne. Seria Językoznawcza 30:1 ► pp. 153 ff.
Saturno, Jacopo
2023. L2 Polish developmental sequences in an intercomprehension context. European Journal of Applied Linguistics 11:2 ► pp. 374 ff.
Schmied, Josef J.
2019. Chapter 3.2. African corpora for standards in African academic English. In Corpus Linguistics and African Englishes [Studies in Corpus Linguistics, 88], ► pp. 356 ff.
Steele, Carly & Rhonda Oliver
2019. Chapter 15. Can print literacy impact upon learning to speak Standard Australian English?. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 349 ff.
Testa, Martín
2019. The acquisition of L3 Spanish articles: What can be learned from a simple linear regression analysis?. Research in Corpus Linguistics 7 ► pp. 84 ff.
Truscott, John & Michael Sharwood Smith
2019. Theoretical Frameworks in L2 Acquisition. In The Cambridge Handbook of Language Learning, ► pp. 84 ff.
Türker-van der Heiden, Emel & Gözde Mercan
2019. Chapter 10. The acquisition of Turkish (genitive-)possessive structures by adult Norwegian learners. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 205 ff.
Alemán Bañón, José, Robert Fiorentino, Alison Gabriele & Carrie Jackson
2018. Using event-related potentials to track morphosyntactic development in second language learners: The processing of number and gender agreement in Spanish. PLOS ONE 13:7 ► pp. e0200791 ff.
Azaz, Mahmoud
2018. The link between morphosyntactic accuracy and textbook presentation: The morphosyntax of subject‐verb agreement in Arabic. Foreign Language Annals 51:4 ► pp. 831 ff.
Banaruee, Hassan, Omid Khatin-Zadeh, Rachael Ruegg & Georgina Barton
2018. Recasts vs. direct corrective feedback on writing performance of high school EFL learners. Cogent Education 5:1 ► pp. 1455333 ff.
Benati, Alessandro
2018. Interlanguage and Grammar. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Buysse, Manon, Alex Housen & Michel Pierrard
2018. A Role and Reference Grammar Account of Clause Linkage Development in Second Language: An Application to English and French. Studia Linguistica 72:2 ► pp. 472 ff.
COOK, SVETLANA V.
2018. Gender matters: From L1 grammar to L2 semantics. Bilingualism: Language and Cognition 21:1 ► pp. 13 ff.
Crosthwaite, Peter, Yuk Yeung, Xuefei Bai, Li Lu & Yeonsuk Bae
2018. DEFINITE DISCOURSE-NEW REFERENCE IN L1 AND L2. Studies in Second Language Acquisition 40:3 ► pp. 625 ff.
Dyson, Bronwen
2018. Developmental Sequences. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Dyson, Bronwen
2023. SLA as complex, dynamical and predictable: A Processability Theory perspective. Second Language Research 39:4 ► pp. 1279 ff.
Fleming, Douglas
2018. Deductive Versus Inductive Teaching. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Gholami, Javad & Maryam Zeinolabedini
2018. Learnability and Teachability Hypothesis. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Hopp, Holger, Teresa Kieseier, Markus Vogelbacher & Dieter Thoma
2018. L1 effects in the early L3 acquisition of vocabulary and grammar. In Foreign Language Education in Multilingual Classrooms [Hamburg Studies on Linguistic Diversity, 7], ► pp. 305 ff.
Jakobson, Liivi
2018. Teacher written feedback on adult beginners’ writing in a second language. ITL - International Journal of Applied Linguistics 169:2 ► pp. 235 ff.
Jakobson, Liivi
2019. Lärares uppfattningar om responsfokus och responssätt för vuxna nybörjarstuderandes texter i svenska som andraspråk. Nordand 14:1 ► pp. 25 ff.
Judy, Tiffany
2018. Chapter 5. The Bottleneck Hypothesis as applied to the Spanish DP. In Meaning and Structure in Second Language Acquisition [Studies in Bilingualism, 55], ► pp. 123 ff.
Keßler, Jörg‐U & Anke Lenzing
2018. Grammar in Foreign and Second Language Classes. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Keßler, Jörg‐U. & Anke Lenzing
2022. Grammar in Foreign and Second Language Classes. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Korkiakangas, Timo
Korkiakangas, Timo
2020. Spoken Latin behind written texts. In Diachronic Treebanks for Historical Linguistics [Benjamins Current Topics, 113], ► pp. 130 ff.
Lee, Miyoung
2018. Distanz-Strukturen – Eine psycholinguistische Annäherung an Klammerkonstruktionen im Deutschen. Zeitschrift für germanistische Linguistik 46:2 ► pp. 185 ff.
Lowie, Wander, Marjolijn H. Verspoor & Marijn van Dijk
2018. Chapter 5. The acquisition of L2 speaking. In Speaking in a Second Language [AILA Applied Linguistics Series, 17], ► pp. 105 ff.
Martoccio, Alyssa
2018. How does prior explicit knowledge affect the efficacy of explicit instruction and feedback? The case of the personal a in L2 Spanish. Language Teaching Research 22:4 ► pp. 379 ff.
Phakiti, Aek & Luke Plonsky
2018. Reconciling Beliefs about L2 Learning with SLA Theory and Research. RELC Journal 49:2 ► pp. 217 ff.
Sessarego, Sandro & Javier Gutiérrez-Rexach
2018. Chapter 4. Afro-Hispanic contact varieties at the syntax/pragmatics interface. In Language Variation and Contact-Induced Change [Current Issues in Linguistic Theory, 340], ► pp. 85 ff.
Siemund, Peter, Stefanie Schröter & Sharareh Rahbari
2018. Learning English demonstrative pronouns on bilingual substrate. In Foreign Language Education in Multilingual Classrooms [Hamburg Studies on Linguistic Diversity, 7], ► pp. 381 ff.
Spinner, Patti & Sehoon Jung
2018. PRODUCTION AND COMPREHENSION IN PROCESSABILITY THEORY. Studies in Second Language Acquisition 40:2 ► pp. 295 ff.
Spinner, Patti & Sehoon Jung
2019. Chapter 3. Productive and receptive processes in PT. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 49 ff.
Sánchez, Liliana & Elisabeth Mayer
2018. Typological Differences in Morphological Patterns, Gender Features, and Thematic Structure in the L2 Acquisition of Ashaninka Spanish. Languages 3:2 ► pp. 21 ff.
Thielmann, Winfried
2018. Anforderungen an die sprachlichen Qualifikationen von Arbeitnehmern mit Migrationshintergrund. Informationen Deutsch als Fremdsprache 45:4 ► pp. 486 ff.
Thielmann, Winfried
2021. Mozart für Anfänger? Zum Verhältnis von Sprachdidaktik, Spracherwerbsforschung und Gemeinsamem Europäischem Referenzrahmen. Informationen Deutsch als Fremdsprache 48:6 ► pp. 648 ff.
THOMAS, KAVITA E.
2018. Comparing Explicit Exemplar‐Based and Rule‐Based Corrective Feedback: Introducing Analogy‐Based Corrective Feedback. The Modern Language Journal 102:2 ► pp. 371 ff.
Tomlinson, Brian
2018. Discovery‐Based Instruction. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Tschirner, Erwin
2018. Language Testing: Current Practices and Future Developments. Die Unterrichtspraxis/Teaching German 51:2 ► pp. 105 ff.
Baleghizadeh, Sasan & Mohammad Naseh Nasrollahi Shahri
2017. The effect of online planning, strategic planning and rehearsal across two proficiency levels. The Language Learning Journal 45:2 ► pp. 171 ff.
Cook, Vivian
2017. Second Language Acquisition. In The Handbook of Linguistics, ► pp. 557 ff.
Fortune, Tara W. & Zhongkui Ju
2017. Assessing and Exploring the Oral Proficiency of Young Mandarin Immersion Learners. Annual Review of Applied Linguistics 37 ► pp. 264 ff.
HARTSUIKER, ROBERT J. & SARAH BERNOLET
2017. The development of shared syntax in second language learning. Bilingualism: Language and Cognition 20:2 ► pp. 219 ff.
JACKSON, CARRIE N. & HELENA T. RUF
2017. The priming of word order in second language German. Applied Psycholinguistics 38:2 ► pp. 315 ff.
Kim, Hye Yeong
2017. Effect of modality and task type on interlanguage variation. ReCALL 29:2 ► pp. 219 ff.
Kirkham, Deak
2017. Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision. In Student Culture and Identity in Higher Education [Advances in Higher Education and Professional Development, ], ► pp. 293 ff.
Kirkham, Deak
2019. Culture, Communication, and Identity in Anglophone Study Abroad English Language Provision. In Computer-Assisted Language Learning, ► pp. 411 ff.
Mora, Joan C. & Mayya Levkina
2017. TASK-BASED PRONUNCIATION TEACHING AND RESEARCH. Studies in Second Language Acquisition 39:2 ► pp. 381 ff.
Oliver, Rhonda & Agurtzane Azkarai
2017. Review of Child Second Language Acquisition (SLA): Examining Theories and Research. Annual Review of Applied Linguistics 37 ► pp. 62 ff.
Romano, Francesco Bryan
2017. Morphological variability in L2 Italian. ITL - International Journal of Applied Linguistics 168:2 ► pp. 203 ff.
VanPatten, Bill
2017. Situating instructed language acquisition. Instructed Second Language Acquisition 1:1 ► pp. 45 ff.
Wirbatz, Karoline & Pascal Buttkewitz
2017. Chapter 5. Transfer or no transfer; that is the question. In L3 Syntactic Transfer [Bilingual Processing and Acquisition, 5], ► pp. 103 ff.
Bayram, Fatih & Clare Wright
2016. Turkish Heritage Language Acquisition and Maintenance in Germany. In Handbook of Comparative Studies on Community Colleges and Global Counterparts [Springer International Handbooks of Education, ], ► pp. 1 ff.
Bayram, Fatih & Clare Wright
2018. Turkish Heritage Language Acquisition and Maintenance in Germany. In Handbook of Research and Practice in Heritage Language Education [Springer International Handbooks of Education, ], ► pp. 481 ff.
Bayram, Fatih & Clare Wright
2018. Turkish Heritage Language Acquisition and Maintenance in Germany. In Handbook of Comparative Studies on Community Colleges and Global Counterparts [Springer International Handbooks of Education, ], ► pp. 1 ff.
Becker, Carmen & Jana Roos
2016. An approach to creative speaking activities in the young learners’ classroom. Education Inquiry 7:1 ► pp. 27613 ff.
Benati, Alessandro G. & Benedetta Basile
2016. Theoretical and Pedagogical Views on the Role of Grammar Instruction. In Theory, Research and Pedagogy in Learning and Teaching Japanese Grammar, ► pp. 7 ff.
Gisela Granena, Long, Michael H. & Yucel Yilmaz
2016. Major Research Issues in SLA. Brill Research Perspectives in Multilingualism and Second Language Acquisition 1:1 ► pp. 1 ff.
Hagenfeld, Katharina
2016. Psychometric approaches to language testing and linguistic profiling – A complementary relationship?. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 135 ff.
Holmström, Ketty, Eva-Kristina Salameh, Ulrika Nettelbladt & Annika Dahlgren Sandberg
2016. A descriptive study of lexical organisation in bilingual children with language impairment: Developmental changes. International Journal of Speech-Language Pathology 18:2 ► pp. 178 ff.
Jegerski, Jill
2016. NUMBER ATTRACTION EFFECTS IN NEAR-NATIVE SPANISH SENTENCE COMPREHENSION. Studies in Second Language Acquisition 38:1 ► pp. 5 ff.
Jegerski, Jill
2021. Krashen and second language processing. Foreign Language Annals 54:2 ► pp. 318 ff.
Jäschke, Katja & Ingo Plag
2016. THE DATIVE ALTERNATION IN GERMAN-ENGLISH INTERLANGUAGE. Studies in Second Language Acquisition 38:3 ► pp. 485 ff.
Keßler, Jörg-U. & Mathias Liebner
2016. Diagnosing L2-English in the communicative EFL Classroom. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 193 ff.
Leeser, Michael J. & Gretchen L. Sunderman
2016. Methodological implications of working memory tasks for L2 processing research. In Cognitive Individual Differences in Second Language Processing and Acquisition [Bilingual Processing and Acquisition, 3], ► pp. 89 ff.
Mai, Ziyin
2016. L2 Chinese: Grammatical development and processing. Second Language Research 32:1 ► pp. 123 ff.
Maier, Esther, Lea Neubauer, Katharina Ponto, Stefanie Couve de Murville & Kristin Kersten
2016. Assessing linguistic levels of L2 English in primary school programs. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 163 ff.
Moghadam, Elaheh Shoja & Narjes Ghafournia
2016. The effect of explicit and implicit corrective feedback on the use of collocations in speaking assignments by Iranian EFL learners. International Journal of Research Studies in Language Learning 5:5
Murakami, Akira & Theodora Alexopoulou
2016. L1 INFLUENCE ON THE ACQUISITION ORDER OF ENGLISH GRAMMATICAL MORPHEMES. Studies in Second Language Acquisition 38:3 ► pp. 365 ff.
Narang, Vaishna, Salonee Priya & Varalakshmi Chaudhry
2016. Certain Theoretical Concepts in SLA Research on Speech and Writing. In Second Language Acquisition in Multilingual and Mixed Ability Indian Classrooms, ► pp. 23 ff.
Nyqvist, Eeva-Lisa
2016. The role of inter- and intralingual factors and compendiums in acquisition of Swedish as a foreign language: the case of Finns learning definiteness and the use of articles. Research in Language 14:3 ► pp. 297 ff.
Pepouna, Soulemanou
2016. Ohne dieses und jenes bedürfte der Genitiv keines –s: eine psycholinguistische Perspektive. Zeitschrift für Angewandte Linguistik 2016:64 ► pp. 5 ff.
Pienemann, Manfred, Anke Lenzing & Jörg-U. Keßler
2016. Testing the Developmentally Moderated Transfer Hypothesis. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 79 ff.
Ponnet, Aaricia, Kristof Baten & Saartje Verbeke
2016. The acquisition of differential object marking in Hindi as a foreign language. Dutch Journal of Applied Linguistics 5:2 ► pp. 101 ff.
Rossa, Henning
2016. The cognitive processes elicited by L2 listening test tasks – A validation study. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 207 ff.
Schwieter, John W. & Gabrielle Klassen
2016. Linguistic advances and learning strategies in a short-term study abroad experience. Study Abroad Research in Second Language Acquisition and International Education 1:2 ► pp. 217 ff.
Sessarego, Sandro
Sessarego, Sandro
2019. Language Contact and the Making of an Afro-Hispanic Vernacular,
Sessarego, Sandro
2020. Chapter 2. Chocó Spanish. In Hispanic Contact Linguistics [Issues in Hispanic and Lusophone Linguistics, 22], ► pp. 44 ff.
Suquet, Petra
2016. Jazykový obsah učebnic francouzštiny pro začátečníky a referenční úroveň A1,
Yilmaz, Yucel & Yilmaz Koylu
2016. The interaction between feedback exposure condition and phonetic coding ability. In Cognitive Individual Differences in Second Language Processing and Acquisition [Bilingual Processing and Acquisition, 3], ► pp. 303 ff.
Zhang, Jie
2016. Understanding Chinese as a Foreign Language from the Perspective of Second Language Acquisition. In Chinese Language Education in the United States [Multilingual Education, 14], ► pp. 63 ff.
Zhang, Yanyin & Bo Liu
2016. The ‘tense’ issue. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 101 ff.
Baten, Kristof, Aafke Buyl, Katja Lochtman & Mieke Van Herreweghe
2015. Chapter 1. Processability theory. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 1 ff.
Baten, Kristof & Gisela Håkansson
2015. THE DEVELOPMENT OF SUBORDINATE CLAUSES IN GERMAN AND SWEDISH AS L2S. Studies in Second Language Acquisition 37:3 ► pp. 517 ff.
Baten, Kristof & Saartje Verbeke
2015. Chapter 4. The Acquisition of the Ergative Case in Hindi as a Foreign Language. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 71 ff.
Baten, Kristof & Saartje Verbeke
2020. A cross-theoretical and cross-linguistic perspective on the L2 acquisition of case systems. Language, Interaction and Acquisition 11:1 ► pp. 7 ff.
Baten, Kristof & Saartje Verbeke
2020. L’acquisition de systèmes casuels en L2 : des études à travers plusieurs théories et langues. Language, Interaction and Acquisition 11:1 ► pp. 19 ff.
Bonilla, Carrie L
2015. From number agreement to the subjunctive: Evidence for Processability Theory in L2 Spanish. Second Language Research 31:1 ► pp. 53 ff.
Bonilla, Carrie L.
2015. Chapter 10. Instructing Stages of Processability Theory in L2 Spanish. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 205 ff.
Buyl, Aafke
2015. Chapter 7. Studying Receptive Grammar Acquisition within a PT Framework. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 139 ff.
Buyl, Aafke
2019. Chapter 4. Is morpho-syntactic decoding governed by Processability Theory?. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 73 ff.
Charters, Helen & Grant Muagututi’a
2015. Chapter 2. Processing Alignments. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 19 ff.
Defays, Jean-Marc & Deborah Meunier
2015. « Cachez cette erreur que je ne saurais voir ! ». Pratiques :167-168
Doman, Evelyn
2015. Chapter 11. Implications of the Developmental Stages of Language Acquisition for Classroom Teaching. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 239 ff.
ELSON, MARK J.
2015. LANTOLF, JAMES P., & MATTHEW E.POEHNER. Sociocultural Theory and the Pedagogical Imperative in L2 Education: Vygotskian Praxis and the Research/Practice Divide. New York, NY and London, UK: Routledge, 2014. Pp. xv, 252. $48.95, paper. ISBN 978–0–89418–415–0.. The Modern Language Journal 99:3 ► pp. 607 ff.
Felce, Catherine
2015. L’objet-langue et l’appropriation dans un cadre institutionnel : une approche « raisonnée » des acquisitions syntaxiques en allemand L2. Corela :HS-16
Flowerdew, Lynne
2015. Data-driven learning and language learning theories. In Multiple Affordances of Language Corpora for Data-driven Learning [Studies in Corpus Linguistics, 69], ► pp. 15 ff.
Gabriele, Alison, José Alemán Bañón, Beatriz López Prego & Alonso Canales
2015. Chapter 5. Examining the influence of transfer and prototypes on the acquisition of the present progressive in L2 Spanish*. In The Acquisition of the Present, ► pp. 113 ff.
Hulstijn, Jan H.
2015. Discussion: How Different Can Perspectives on L2 Development Be?. Language Learning 65:1 ► pp. 210 ff.
Johannessen, Janne Bondi & Ida Larsson
2015. Complexity Matters: On Gender Agreement in Heritage Scandinavian. Frontiers in Psychology 6
Kang, EunYoung & Zhaohong Han
2015. The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta‐Analysis. The Modern Language Journal 99:1 ► pp. 1 ff.
Keßler, Jörg-U. & Götz Schwab
2015. Chapter 9. PT meets CA. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 175 ff.
Khansir, Ali Akbar & Masomeh Zaab
2015. The Impact of Process Ability Theory on the Speaking Abilities of Iranian EFL Learners. Journal of Language Teaching and Research 6:2 ► pp. 343 ff.
Köpcke, Klaus-Michael
2015. Sabine Dengscherz, Martin Businger & Jaroslava Taraskina (Hg.). 2014. Grammatikunterricht zwischen Linguistik und Didaktik. DaF/DaZ lernen und lehren im Spannungsfeld von Sprachwissenschaft, empirischer Unterrichtsforschung und Vermittlungskonzepten. Zeitschrift für Rezensionen zur germanistischen Sprachwissenschaft 7:1-2 ► pp. 151 ff.
Lantolf, James P. & Xian Zhang
2015. Response to Pienemann's Critique of Zhang and Lantolf (2015). Language Learning 65:3 ► pp. 752 ff.
Lenzing, Anke
2015. Exploring Regularities and Dynamic Systems in L2 Development. Language Learning 65:1 ► pp. 89 ff.
Lenzing, Anke
2015. Chapter 6. Constraints on Processing. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 113 ff.
Lenzing, Anke
2016. The development of argument structure in the initial L2 mental grammatical system. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 3 ff.
Lenzing, Anke
2019. Chapter 2. Towards an integrated model of grammatical encoding and decoding in SLA. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 13 ff.
Lenzing, Anke & Manfred Pienemann
2015. Chapter 5. Response Paper. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 105 ff.
Roos, Jana
2015. Chapter 12. Response Paper. In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4], ► pp. 263 ff.
Roos, Jana
2016. Acquisition as a gradual process. In Developing, Modelling and Assessing Second Languages [Processability Approaches to Language Acquisition Research & Teaching, 5], ► pp. 121 ff.
Roos, Jana
2019. Chapter 12. Exploiting the potential of tasks for targeted language learning in the EFL classroom. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 285 ff.
Siegel, Jeff
2015. The role of substrate transfer in the development of grammatical morphology in language contact varieties. Word Structure 8:2 ► pp. 160 ff.
Siemund, Peter & Simone Lechner
2015. Transfer effects in the acquisition of English as an additional language by bilingual children in Germany. In Transfer Effects in Multilingual Language Development [Hamburg Studies on Linguistic Diversity, 4], ► pp. 147 ff.
Tracy-Ventura, Nicole & Florence Myles
2015. The importance of task variability in the design of learner corpora for SLA research. International Journal of Learner Corpus Research 1:1 ► pp. 58 ff.
Zhang, Xian & James P. Lantolf
2015. Natural or Artificial: Is the Route of L2 Development Teachable?. Language Learning 65:1 ► pp. 152 ff.
Ahmadi-Azad, Shima
2014. The Effect of Coded and Uncoded Written Corrective Feedback Types on Iranian EFL Learners' Writing Accuracy. Theory and Practice in Language Studies 4:5
Baker‐Smemoe, Wendy, Dan P. Dewey, Jennifer Bown & Rob A. Martinsen
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Buyl, Aafke & Alex Housen
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Subjects
Linguistics
Main BIC Subject
CF: Linguistics
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General