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Developing, modelling and assessing second languages /
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 devel...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2016]
|
| Colección: | Processability approaches to language acquisition research & teaching ;
vol. 5. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.