Widening Contexts for Processability Theory

Widening Contexts for Processability Theory

This book explores relationships between Processability Theory approaches and other approaches to SLA. It is distinctive in two ways.

Author: Anke Lenzing

Publisher: John Benjamins Publishing Company

ISBN: 9789027262189

Category: Language Arts & Disciplines

Page: 404

View: 668

This book explores relationships between Processability Theory approaches and other approaches to SLA. It is distinctive in two ways. It offers PT-insiders a way to see connections between their familiar traditions and theories with other ways of working. Parallel to this it offers readers who work in other traditions ways of connecting with a research tradition that makes specific testable claims about second language acquisition processes. These dual perspectives mean that both beginning and established SLA researchers as well as those seeking to connect their work with views of language learning will find something of interest. Studies of multiple languages and multiple aspects of language are included. Chapters cover areas as diverse as literacy, language comprehension, language attrition and language testing.
Categories: Language Arts & Disciplines

The Production Comprehension Interface in Second Language Acquisition

The Production Comprehension Interface in Second Language Acquisition

Lenzing, A. (2019), 'Towards an integrated model of grammatical encoding and decoding in SLA', in A. Lenzing, H. Nicholas and J. Roos (eds), Widening contexts for Processability Theory: Theories and issues, 13–48, Amsterdam: John ...

Author: Anke Lenzing

Publisher: Bloomsbury Publishing

ISBN: 9781350148741

Category: Language Arts & Disciplines

Page: 272

View: 897

Examining a key issue in second language acquisition (SLA) research, this book explores the relation between second language (L2) production and comprehension at the level of processing. The central question underlying this interface is the relationship between grammatical encoding and decoding, namely: are the two modalities of production and comprehension subserved by different types of processors, or by the same syntactic processing module? Proposing an 'Integrated Encoding-Decoding Model' of SLA, Anke Lenzing presents the results of a comprehensive empirical study to demonstrate the extent to which the two modalities rely on shared representations and/or shared processes. Through this detailed analysis The Production-Comprehension Interface in Second Language Acquisition sheds new light on the cognitive architecture of human language processing and offers a deeper understanding of the mechanisms at work in the L2 acquisition process.
Categories: Language Arts & Disciplines

Understanding Variability in Second Language Acquisition Bilingualism and Cognition

Understanding Variability in Second Language Acquisition  Bilingualism  and Cognition

... H. Ni olas, & J. Roos (Eds.), Widening contexts for processability theory: Theories and issues (pp. 157–183). John Benjamins. Pienemann, M. (1998). Language processing and second language development: Processability Theory.

Author: Kristin Kersten

Publisher: Taylor & Francis

ISBN: 9781000609608

Category: Language Arts & Disciplines

Page: 336

View: 633

This collection brings together linguistic, psychological, and sociological perspectives reflecting on the relationships and interactions of the multilayered factors impacting second language development and cognitive competence. The book advocates a system approach as a counterpoint to existing scholarship, which has tended to focus on a small set of variables. The 13 chapters demonstrate the ways in which cognitive and linguistic development are intrinsically linked, occurring within a nested structure of multiple levels: individual neuro-cognitive systems and processes, individual engagement with the social world, and the wider social and institutional environments and cultural contexts affecting the belief systems and linguistic conventions of social groups. The volume begins by outlining the theoretical and methodological foundations before moving into a more focused look at the interplay of these different variables at the macro, meso, and micro levels. A final section features two commentary chapters from linguistics and psychology, respectively, synthesizing insights from earlier chapters and situating the collection within broader scholarship on linguistic and cognitive development, theoretical and methodological implications, and discussions of avenues for future empirical research. This book will be of particular interest to scholars in second language acquisition, psycholinguistics, cognition, psychology, and sociology.
Categories: Language Arts & Disciplines

The Handbook of Informal Language Learning

The Handbook of Informal Language Learning

Recent publications include, 'Using young learners' language environments for EFL learning – ways of working with linguistic landscapes' AILA Review (in press, with H. Nicholas); and Widening Contexts for Processability Theory: Theories ...

Author: Mark Dressman

Publisher: John Wiley & Sons

ISBN: 9781119472445

Category: Language Arts & Disciplines

Page: 528

View: 226

Provides a comprehensive and unique examination of global language learning outside of the formal school setting Authored by a prominent team of international experts in their respective fields, The Handbook of Informal Language Learning is a one-of-a-kind reference work and it is a timely and valuable resource for anyone looking to explore informal language learning outside of a formal education environment. It features a comprehensive collection of cutting edge research areas exploring the cultural and historical cases of informal language learning, along with the growing area of digital language learning, and the future of this relevant field in national development and language education. The Handbook of Informal Language Learning examines informal language learning from both theoretical and practical perspectives. Structured across six sections, chapters cover areas of motivation, linguistics, cognition, and multimodality; digital learning, including virtual contexts, gaming, fanfiction, vlogging, mobile devices, and nonformal programs; and media and live contact, including learning through environmental print, tourism/study abroad. The book also provides studies of informal learning in four national contexts, examines the integration of informal and formal classroom learning, and discusses the future of language learning from different perspectives. Edited by respected researchers of computer-mediated communication and second language learning and teacher education Features contributions by leading international scholars reaching out to a global audience Presents an exciting and progressive selection of chapters in a rapidly expanding field of research and teaching Provides a state-of-the-art collection of the theories, as well as the historical, cultural and international cases relating to informal language learning and its future in a digital age Covers 30 key topics that represent pioneering findings and new research The Handbook of Informal Language Learning is an essential resource for researchers, students, and professionals in the fields of language acquisition, English as a second language, and foreign language education.
Categories: Language Arts & Disciplines

How Languages Are Learned 5th Edition

How Languages Are Learned 5th Edition

On language learner agency: A complex dynamic systems theory perspective. The Modern Language Journal, 103(Suppl. 2019), 61–79. Lenzing, A., Nicholas, H., & Roos, J. (Eds.). (2019). Widening contexts for processability theory.

Author: Patsy M Lightbown

Publisher: Oxford University Press

ISBN: 9780194406307

Category: Foreign Language Study

Page: 296

View: 527

Now in its fifth edition, the award-winning How Languages are Learned has established itself as an indispensable introduction to research in language acquisition and its relationship with classroom practice. Patsy Lightbown and Nina Spada have worked for over four decades in second language research and education. They are highly respected worldwide for making theory and research about language learning accessible and relevant to classroom teaching. This widely acclaimed book remains essential reading for second language teachers. • Updated content highlights the latest research into second language learning and its relevance to classroom practice • Activities and questions for reflection personalize content and support critical thinking • Chapter summaries, discussion questions, weblinks and supplementary activities are available online at www.oup.com/elt/teacher/hlal
Categories: Foreign Language Study

Cross linguistic Aspects of Processability Theory

Cross linguistic Aspects of Processability Theory

CHAPTER 7 Extending Processability Theory Manfred Pienemann * , Bruno Di Biase ** and Satomi Kawaguchi ** * University of Paderborn and ... and different contexts of acquisition , thus demonstrating the typological plausibility of PT .

Author: Manfred Pienemann

Publisher: John Benjamins Publishing

ISBN: 9027241414

Category: Language Arts & Disciplines

Page: 303

View: 452

Seven years ago Manfred Pienemann proposed a novel psycholinguistic theory of language development, Processability Theory (PT). This volume examines the typological plausibility of PT. Focusing on the acquisition of Arabic, Chinese and Japanese the authors demonstrate the capacity of PT to make detailed and verifiable predictions about the developmental schedule for each language. This cross-linguistic perspective is also applied to the study of L1 transfer by comparing the impact of processability and typological proximity. The typological perspective is extended by including a comparison of different types of language acquisition. The architecture of PT is expanded by the addition of a second set of principles that contributes to the formal modeling of levels of processability, namely the mapping of argument-structure onto functional structure in lexical mapping theory. This step yields the inclusion of a range of additional phenomena in the processability hierarchy thus widening the scope of PT.
Categories: Language Arts & Disciplines

Theoretical and Methodological Developments in Processability Theory

Theoretical and Methodological Developments in Processability Theory

7.7 Conclusions for PT Theory Development, Future Research and Wider Relevance 7.7.1 Conclusion for PT Theory Development The present study has explored whether the scope of Processability Theory can be widened to include the ...

Author: Kristof Baten

Publisher: John Benjamins Publishing Company

ISBN: 9789027267702

Category: Language Arts & Disciplines

Page: 273

View: 747

This edited volume is devoted to expanding the theoretical basis of Processability Theory, a theory of second language development that combines insights in the way speakers generate language and store their language knowledge to predict, describe and explain developmental sequences (Pienemann 1998, 2005). The aim of the book is to provide a forum for new perspectives focusing on three intersections: (1) the interface between morpho-syntax and discourse/pragmatics/semantics, (2) constraints on processing and receptive processing and (3) developments in instructed second language learning. Each part also includes a response paper, in which the new perspectives, in terms of the theoretical challenges and/or the empirical results of the preceding chapters are discussed. This collection of articles and response papers will be very relevant to students and researchers interested in theoretical aspects of second language acquisition, and more specifically Processability Theory, and clearly indicates that the field is lively and open.
Categories: Language Arts & Disciplines

Expanding Individual Difference Research in the Interaction Approach

Expanding Individual Difference Research in the Interaction Approach

Self-regulation in context. London: Routledge. Papi, M., & Teimouri, Y. (2014) ... Processability theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (2nd ed., pp. 159–179). Mahwah, NJ: Lawrence Erlbaum ...

Author: Laura Gurzynski-Weiss

Publisher: John Benjamins Publishing Company

ISBN: 9789027264886

Category: Language Arts & Disciplines

Page: 327

View: 628

Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors demonstrates why investigating the individual differences of all interlocutors with whom learners interact – including peer and heritage learners, instructors, researchers, and native speakers – is critical to understanding how second and foreign languages are taught and learned. Through state-of-the-art syntheses detailing what is known about learners and instructors, and novel empirical studies highlighting new avenues of inquiry, the volume articulates the most pressing needs for individual difference research. The book concludes with a scoping review, which reveals the many interlocutors still yet to be empirically considered and outlines next steps for this research. Uniquely combining linguistic theory, research synthesis, and empirical study, this book encourages students and established scholars alike to expand their conceptualization of individual differences. By demonstrating the importance of considering the individual differences of all interlocutors, the studies are also highly relevant to those teaching second and foreign languages in diverse contexts.
Categories: Language Arts & Disciplines

Sociocultural Theory and the Pedagogical Imperative in L2 Education

Sociocultural Theory and the Pedagogical Imperative in L2 Education

In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's ... Language processing and second language development: Processability theory. ... Extending processability theory.

Author: James P. Lantolf

Publisher: Routledge

ISBN: 9781136703010

Category: Foreign Language Study

Page: 252

View: 454

Explicating clearly and concisely the full implication of a praxis-oriented language pedagogy, this book argues for an approach to language teaching grounded in a significant scientific theory of human learning—a stance that rejects the consumer approach to theory and the dichotomy between theory and practice that dominates SLA and language teaching. This approach is based on Vygotsky’s sociocultural theory, according to which the two activities are inherently connected so that each is necessarily rooted in the other; practice is the research laboratory where the theory is tested. From the perspective of language education, this is what is meant by the ‘pedagogical imperative.’ Sociocultural Theory and the Pedagogical Imperative in L2 Education • Elaborates a new approach to dealing with the relationship between theory and practice—an approach grounded in praxis—the dialectical unity of theory and practice • Presents an analysis of empirical research illustrating praxis-based principles in real language classrooms • Brings together cognitive linguistics and sociocultural theory ─ the former provides the theoretical knowledge of language required of praxis and the latter furnishes the theoretical principles of learning and development also called for in a praxis approach • Offers recommendations for redesigning teacher education programs Its timely focus on the theory-practice gap in language education and its original approach to bridging it put this book at the cutting edge of thinking about Vygotskian sociocultural theory in applied linguistics and SLA.
Categories: Foreign Language Study