Understanding Second Language Processing

A focus on Processability Theory

Authors
ORCID logoBronwen Patricia Dyson | University of Sydney
ORCID logoGisela Håkansson | Lund University/Østfold University College
HardboundAvailable
ISBN 9789027243751 | EUR 95.00 | USD 143.00
 
e-Book
ISBN 9789027265876 | EUR 95.00 | USD 143.00
 
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This book aims to help researchers and teachers interested in language processing and Processability Theory (PT) to understand this theory and its applications. PT is an influential account of second language processing which hypothesizes that, due to the architecture of language processing, learners acquire second languages in developmental stages. This book lays out PT’s predictions and research on the development of diverse target languages – particularly English and Scandinavian languages – by learners of various categories. It discusses the typological issues facing PT and its contribution to an understanding of variation and cognitive constraints on pedagogy. However, the book also raises a critical eye to the literature which, after almost twenty years of evolution, requires explanation, clarification and, in some cases, extension. Why do some phenomena belong to different stages in different languages? Why are important types of variation under-represented? Is teaching as constrained as proposed in PT?
[Bilingual Processing and Acquisition, 4] 2017.  xi, 211 pp.
Publishing status: Available
Table of Contents
Cited by

Cited by 16 other publications

Arntzen, Ragnar, Gisela Håkansson, Arnstein Hjelde & Jörg-U. Keßler
2019. Introduction. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6],  pp. 1 ff. DOI logo
Benati, Alessandro G.
2022. Chapter 13. Can focus on form have an effect on language development?. In Second Language Acquisition Theory [Bilingual Processing and Acquisition, 14],  pp. 257 ff. DOI logo
Dyson, Bronwen
2023. SLA as complex, dynamical and predictable: A Processability Theory perspective. Second Language Research 39:4  pp. 1279 ff. DOI logo
Dyson, Bronwen, Gisela Håkansson & Kirrie J. Ballard
2022. A Developmental Approach to Assessing and Treating Agrammatic Aphasia. American Journal of Speech-Language Pathology 31:3  pp. 1188 ff. DOI logo
Dyson, Bronwen Patricia
2019. Chapter 4. Are speech and writing teachable?. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6],  pp. 71 ff. DOI logo
Garðarsdóttir, María & Sigríður Þorvaldsdóttir
2020. A processability approach to the development of case in L2 Icelandic. Language, Interaction and Acquisition 11:1  pp. 68 ff. DOI logo
Håkansson, Gisela
HÅKANSSON, Gisela, Emily Wanda WILLIAMS, Jannicke KARLSEN & Janne von Koss TORKILDSEN
2022. What Characterizes the Productive Morphosyntax of Norwegian Children with Developmental Language Disorder?. Journal of Child Language  pp. 1 ff. DOI logo
Keßler, Jörg-U
2022. Teaching processability theory in foreign language teacher education. Instructed Second Language Acquisition DOI logo
Ponnet, Aaricia & Ludovic De Cuypere
2023. The acquisition of Hindi split-ergativity and differential object marking by Dutch L1 speakers: systematicity and variation. Language Acquisition  pp. 1 ff. DOI logo
Schenck, Andrew
2020. Examining the influence of native and non-native English-speaking teachers on Korean EFL writing. Asian-Pacific Journal of Second and Foreign Language Education 5:1 DOI logo
Schenck, Andrew
2021. Defining Grammatical Difficulty to Make Better Choices about Corrective Feedback: A Meta-Analysis of Persian EFL Learners. SAGE Open 11:3  pp. 215824402110475 ff. DOI logo
Schenck, Andrew
2022. Form-Focused Instruction, Technology, and Limitations: An Investigation of Past Research and Future Possibilities. Frontiers in Psychology 13 DOI logo
Schenck, Andrew
2022. How Selection of a Target Feature Impacts Corrective Feedback: Finding Answers Through Meta-Analysis of Chinese EFL Learners. Chinese Journal of Applied Linguistics 45:2  pp. 274 ff. DOI logo
Son, Thanh Vi
2022.  Procedural and Declarative Knowledge: The Swedish and Vietnamese learners' acquisition of knowledge in English grammar, and Pedagogical Implications. International Journal of TESOL & Education 2:1  pp. 238 ff. DOI logo

This list is based on CrossRef data as of 10 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Main BIC Subject

CFDC: Language acquisition

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2016057191 | Marc record