Theoretical and Methodological Developments in Processability Theory

Name: Theoretical and Methodological Developments in Processability Theory
Brand: John Benjamins Publishing Company
Price: 123.99 EUR
Availability: OnlineOnly

Kristof Baten Aafke Buyl Katja Lochtman Mieke Van Herreweghe(Herausgeber*in)

John Benjamins Publishing Company

1. Auflage

Erschienen am 11. Dezember 2015

VII, 273 Seiten

E-Book

PDF mit Adobe-DRM

Systemvoraussetzungen

978-90-272-6770-2 (ISBN)

123,99 €inkl. 7% MwSt.

Systemvoraussetzungen

für PDF mit Adobe-DRM

E-Book Einzellizenz

Als Download verfügbar

Beschreibung

Weitere Details

Weitere Ausgaben

Personen

Inhalt

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 ?^
2.3.2 No sign of a subject
2.3.3 ?^ is not XP1
2.3.4 Initial position, Topicality and ?^
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 & 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 & 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

Systemvoraussetzungen

Als PDF speichern Als Link merken