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Developing, modelling and assessing second languages
- Available as
- Online
- Summary
-
This edited volume brings together the work of a number of researchers working in the framework of Processability Theory (PT), a psycholinguistic theory of second language acquisition (SLA) (Pienem...
This edited volume brings together the work of a number of researchers working in the framework of Processability Theory (PT), a psycholinguistic theory of second language acquisition (SLA) (Pienemann 1998; 2005). The aim of the volume is two-fold: It engages with current issues in both theory development and theory application and focuses on theoretical developments within the framework of PT as well as issues related to second language teaching and assessment. In coordinating approaches to addressing both theoretical and applied aspects of SLA, this volume aims at bridging the gap between theory and practice. It also reflects the richness of debate within the field of PT-based research. The volume is intended for postgraduate students, SLA researchers as well as language teachers.
Details
- Creator
- edited by Jörg-U. Kessler ; Anke Lenzing ; Mathias Liebner
- Format
- Books
- Language
- English
- Publication
-
- Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016]
- Physical Details
-
- 1 online resource (xviii, 244 pages) : illustrations (some color)
- data file
- ISBNs
- 9027203059, 9789027203052, 9789027267191, 9027267197
- OCLC
- ocn945072190
- Includes bibliographical references and index.
- Intro -- Developing, Modelling and Assessing Second Languages -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Modelling and assessing second language acquisition -- References -- About this book -- References -- Part I: Theory Development -- The development of argument structure in the initial L2 mental grammatical system -- 1. Introduction -- 2. Argument structure in LFG -- 3. Mapping processes in PT -- 4. The Multiple Constraints Hypothesis -- 5. The study & research design -- 6. Analysis -- 7. Results -- 7.1 Grade 3 -- Developmental stages -- 7.2 Argument structure grade 3 -- questions -- 7.3 Results statements grade 3 -- 7.4 Results grade 4 -- developmental stages -- 7.5 Questions grade 4 -- 7.6 Results grade 4 statements -- 8. Comparison results grade 3 -- grade 4 -- 9. Conclusion -- References -- Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers -- 1. Introduction -- 2. Vocabulary size and language acquisition -- 3. Processability Theory (PT) and its hypotheses -- 4. The discourse functions hypothesis and development of Y/N and Wh-questions -- 5. The Lexical Mapping Hypothesis -- 6. Study -- 6.1 Informants -- 6.2 Procedure -- 6.3 Tasks -- 7. Results -- 7.1 Vocabulary size test -- 7.2 Profiling task: Question sentence constructions -- 7.2.1 Low vocabulary size informants -- 7.2.2 Mid vocabulary size informants -- 7.2.3 High vocabulary size informants -- 7.3 Translation task: Argument-Grammatical function mapping -- 7.3.1 Default mapping -- 7.3.2 Lexically non-default mapping -- 7.3.3 Structurally non-default mapping -- 8. Discussion -- 8.1 Relationship between vocabulary size and acquisition of question construction -- 8.2 Relationship between vocabulary size and acquisition of argument mapping -- 9. Conclusion -- Acknowledgment -- References
- Appendix -- Processability Theory and language development in children with Specific Language Impairment -- 1. Introduction -- 2. Earlier research -- 2.1 What is the problem -- representation or processing? -- 2.2 Are there specific structures that are likely to be affected? -- 3. A study on Swedish children with SLI -- 3.1 Grammatical structures in Swedish -- 3.2 Material and methods -- 4. Results -- 5. Discussion -- 6. Conclusion -- References -- Testing the Developmentally Moderated Transfer Hypothesis -- 1. Developmental Moderation of Transfer and L2 Transfer in L3 Acquisition -- 1.1 The Developmentally Moderated Transfer Hypothesis -- 1.2 Håkansson Pienemann & Sayehli (2002) -- 1.3 Bohnacker (2006) and Pienemann & Håkansson's (2007) reply -- 1.4 Bardel & Falk (2007) -- 1.5 Bardel and Falk's study -- 2. The PALU study: Minimal exposure to the L2 -- 2.1 Research design -- 2.2 Results -- 2.3 Summary and discussion -- References -- Part II: Theory Assessment -- The 'tense' issue -- 1. Introduction -- 2. The study -- 2.1 Informants -- 2.2 Data collection -- 3. Data analysis and results -- 4. Discussion -- 5. Conclusion -- 6. Acknowledgement -- References -- Acquisition as a gradual process -- 1. Introduction -- 2. Language teaching and developmental readiness -- 3. Task-based interaction in the classroom -- 4. Task-based language teaching and Focus on Form -- 5. Tasks with a Developmentally Moderated Focus on Form -- 6. Using tasks with a Developmentally Moderated Focus on Form in the EFL classroom -- 6.1 Using tasks with a Developmentally Moderated Focus on Form-Plural-s -- 6.2 Using tasks with a Developmentally Moderated Focus on Form- 3rd Person Singular -s -- 7. Summary -- References -- Psychometric approaches to language testing and linguistic profiling -- A complementary relationship? -- 1. Introduction
- 2. Testing based on the CEFR -- A psychometric approach -- 2.1 Critique as regards psychometric testing and the CEFR -- 3. Assessing interlanguage development with rapid profile and autoprofiling -- 3.1 The emergence criterion in rapid profile and autoprofiling -- 4. The study -- 4.1 Aims and research questions -- 4.2 Data and methodology -- 4.3 Results -- 4.4 Discussion -- 5. Conclusion -- References -- Appendix -- Assessing linguistic levels of L2 English in primary school programs -- 1. Introduction -- 2. Child data studies within the PT framework -- 3. The study -- 3.1 Research questions -- 3.2 Schools -- 3.2.1 School A -- 3.2.2 School B -- 3.2.3 School C -- 3.3 Participants -- 3.4 Method -- 3.4.1 Data elicitation -- 3.4.2 Communicative tasks -- 3.4.2.1 Structured Interview. The first task was a structured interview task. Through this task, the participant got to know the interviewers better and an atmosphere of trust was created to alleviate anxiety associated with testing. First, the participan -- 3.4.2.2 Picture Difference Task. The structured interview was followed by a picture difference-task: the learner received a picture which corresponded to the picture of the interviewer but lacked a number of elements, such as a sun, a big girl or two bird -- 3.4.2.3 Storytelling/Story Completion Task. The next task consisted of a picture story about a platypus that escapes from the zoo. A boy, on finding the platypus, wonders where the animal might have come from, and finally returns it to the zoo. The parti -- 3.4.2.4 Habitual Action Task. The final part of the test was a habitual action task. Again, a number of pictures were given to the learner. This time, however, a typical day in the life of a young girl was illustrated. It was the participant's task to des -- 3.4.3 Data analysis -- 4. Results -- 4.1 Stages -- 4.1.1 School A -- 4.1.2 School B
- 4.1.3 School C -- 4.2 Comparison among grades -- 4.2.1 Comparison of Grade 1 Groups -- 4.2.2 Comparison of Grade 3 Groups -- 4.2.3 Comparison of Grade 4 Groups -- 4.2.4 Longitudinal Development -- 4.3 Factors affecting L2 development -- 4.4 Communicative tasks -- 4.4.1 Sufficient elicitation of structures (cancel inversion) -- 4.4.2 Motivating tasks -- 4.4.3 Comprehensibility -- 4.5 Discussion -- 4.5.1 Results of the study -- 4.5.2 Factors affecting L2 competence -- 4.5.3 Suitability of PT for profiling IM learners -- 4.5.4 Suitability of communicative tasks -- 5. Conclusion and future implications -- References -- Diagnosing L2-English in the communicative EFL Classroom -- 1. Introduction -- 2. Profile Analysis with Rapid Profile -- 3. Task-based Language Teaching within the teaching unit -- 4. Podcasts in the EFL classroom -- 5. The Teaching Unit -- Individual treatment on a diagnostic basis -- 5.1 The diagnosis -- 5.2 Individual Treatment -- 6. Conclusion -- References -- The cognitive processes elicited by L2 listening test tasks -- A validation study -- 1. Introduction -- 2. Methods -- 2.1 Integrating qualitative and quantitative data in a mixed methods approach -- 2.2 Conceptual framework: Theoretical propositions -- 2.2.1 Theoretical propositions concerning the first research question -- 2.2.2 Theoretical propositions concerning the second research question: -- 2.2.3 Theoretical propositions concerning the third research question -- 2.3 Collecting verbal data on test-taking processes -- 2.4 Qualitative data analysis -- 3. Results of qualitative data analysis: Coding verbal reports for cognitive processes and strategy use -- 3.1 Central categories of the coding scheme: Recall propositions -- 3.2 Central categories of the coding scheme: Generate inferences -- 3.3 Central categories of the coding scheme: Employ test-taking strategies
- 4. Discussion of research results -- 5. Conclusions and Implications -- References -- About the Authors -- Index
Subjects
- Second language acquisition -- Study and teaching.
- Interlanguage (Language learning)
- Bilingualism.
- Language acquisition.
- Cross-language information retrieval.
- Language and languages -- Study and teaching.
- Psycholinguistics.
- Language Development
Medical Subject Heading
- Psycholinguistics
Medical Subject Heading