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Zeitschriftenartikel zum Thema „Processability theory“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

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1

Hammarberg, Björn. "Examining the Processability Theory." EUROSLA 6 55 (January 1, 1996): 75–88. http://dx.doi.org/10.1075/ttwia.55.07ham.

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The Processability Theory (PT), originating from the German ZISA Project and recently revised by Pienemann (1993, in prep.), claims that the order of grammatical development in a second language is determined by a hierarchy of psycholinguistic constraints on the processability of grammatical structures. The present paper discusses some problematic aspects of this theory and argues for a dynamic view of L2 acquisition in which factors which drive acquisition ahead are also taken into account. It is suggested that a Principle of Perceived Communicative Value (PCV) plays a part in conditioning th

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Baten, Kristof. "Processability Theory and German Case Acquisition." Language Learning 61, no. 2 (November 29, 2010): 455–505. http://dx.doi.org/10.1111/j.1467-9922.2010.00615.x.

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Spinner, Patti, and Sehoon Jung. "PRODUCTION AND COMPREHENSION IN PROCESSABILITY THEORY." Studies in Second Language Acquisition 40, no. 2 (June 19, 2017): 295–318. http://dx.doi.org/10.1017/s0272263117000110.

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AbstractThe purpose of this study was to determine whether processability theory (PT; Pienemann, 1998, 2005) accounts for the emergence of grammatical forms and structures in comprehension. Sixty-one learners of English participated in oral interviews that elicited a variety of structures relevant to PT. Learners were divided into two groups: those who produced these structures productively in speech (high level) and those who did not (low level). These groups then read grammatical and ungrammatical sentences with PT structures in a self-paced reading task. Based on Pienemann (1998), PT predic

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CARROLL, SUSANNE E. "On Processability Theory and second language acquisition." Bilingualism: Language and Cognition 1, no. 1 (April 1998): 23–24. http://dx.doi.org/10.1017/s1366728998000030.

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Responding to an invitation to comment on Pienemann's paper leaves me on the horns of a dilemma: I think the approach is novel and shows how future second language acquisition (SLA) research can be done. However, it is difficult to judge from the paper what the exact contribution of the theory is to be.

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Glahn, Esther, Gisela Håkansson, Björn Hammarberg, Anne Holmen, Anne Hvenekilde, and Karen Lund. "PROCESSABILITY IN SCANDINAVIAN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 23, no. 3 (September 2001): 389–416. http://dx.doi.org/10.1017/s0272263101003047.

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This paper reports on a test of the validity of Pienemann's (1998) Processability Theory (PT). This theory predicts that certain morphological and syntactic phenomena are acquired in a fixed sequence. Three phenomena were chosen for this study: attributive adjective morphology, predicative adjective morphology, and subordinate clause syntax (placement of negation). These phenomena are located at successive developmental stages in the hierarchy predicted by PT. We test whether they actually do appear in this predicted hierarchical order in the L2 of Danish, Norwegian, and Swedish learners. The

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Spinner, Patti. "Language Production and Reception: A Processability Theory Study." Language Learning 63, no. 4 (September 17, 2013): 704–39. http://dx.doi.org/10.1111/lang.12022.

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Devitt, Seán. "Language Processing and Second Language Development: Processability Theory." System 28, no. 3 (September 2000): 455–60. http://dx.doi.org/10.1016/s0346-251x(00)00024-5.

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Dyson, Bronwen. "Processability Theory and the role of morphology in English as a second language development: a longitudinal study." Second Language Research 25, no. 3 (June 25, 2009): 355–76. http://dx.doi.org/10.1177/0267658309104578.

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This article tests a prediction made by Processability Theory (Pienemann, 1998; 2005) that morphological acquisition is the driving force in English as a second language (ESL) development. It first outlines the model of psycholinguistic processing assumed by Processability Theory and shows how stages fall out from it. It then presents the hypothesis that morphological information propels development before sentence-level processing at stage 5 and describes what this should predict for ESL learners. A study is then presented that tested these predictions on oral data collected from two Mandarin

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H., Alemu, and D. Ado. "Exploring the Developmental Stages of Amharic Nominal and Verbal Gender: Evidence for processability theory." Macrolinguistics 10, no. 16 (June 30, 2022): 36–76. http://dx.doi.org/10.26478/ja2022.10.16.2.

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The purpose of this article is twofold. First, it explores the order of the development of nominal and verbal gender of Amharic, which is one of the Ethio-Semitic languages. Second, it provides empirical evidence for the typological plausibility of processability theory (PT). In fact, PT has been tested in typologically different languages (e.g., English, Italian, and Japan); however, it does not have any validation from Ethiopian languages in general and Ethio-Semitic languages in particular yet. Relevant data was collected from sixteen respondents via picture description tasks, short storyte

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Zipser, Katharina. "Processability theory and pedagogical progression in an Italian textbook." Linguistica 52, no. 1 (December 31, 2012): 55–68. http://dx.doi.org/10.4312/linguistica.52.1.55-68.

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Most L2-learners are taught a language on the basis of a textbook. But are these textbooks arranged according to the learners’ needs? For the present study the grammatical structures and their progression in an Italian-language textbook were analysed, and they were compared to the learners’ speaking ability to cross-check the degree of correspondence between what is taught following the textbook and what is actually learned. The question is asked in how far textbook design should consider the findings of current SLA research. It is suggested that even though Processability Theory is right to p

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HULSTIJN, JAN. "Semantic-informational and formal processing principles in Processability Theory." Bilingualism: Language and Cognition 1, no. 1 (April 1998): 27–28. http://dx.doi.org/10.1017/s1366728998000054.

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Let me begin my comments on Pienemann's keynote paper by expressing my admiration for the scholar who has developed Processability Theory (PT) over a period of some fifteen years with great determination and perseverance. What in earlier publications (e.g. Pienemann, 1985, 1987) appeared to me to be a rather disparate set of principles aiming to account for a limited set of empirical data (the well known sequence of five word orders of the ZISA study), has now evolved into a coherent theory which meets the demands of falsifiability, as PT's claims are formulated in sufficient detail to allow S

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Pienemann, Manfred, Jörg-U. Keßler, and Yuki Itani-Adams. "Comparing levels of processability across languages." International Journal of Bilingualism 15, no. 2 (June 2011): 128–46. http://dx.doi.org/10.1177/1367006910380037.

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In this article we utilize a developmental perspective as a metric for the comparison of bilingual language ability. In particular, we utilize Processabilty Theory (Pienemann, 1998a, 2005) which provides a psycholinguistic metric for developmental schedules of any given language. We demonstrate this approach to the cross-linguistic measurement of language development on the basis of Itani-Adams’ (2007) study of bilingual (Japanese—English) first language acquisition.

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Atar, Cihat. "An Analysis of the English Textbooks in Turkish Primary Schools with Regard to the Processability Theory." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 117–25. http://dx.doi.org/10.34293/education.v9is1-may.4007.

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The Processability Theory suggests that teacha bility and learn ability of a language is constrained by what learners are ready to acquire. This means that what is presented to the learners should be in line with their level and readiness. Textbooks are one of the fundamental resources of language learning and teaching, and in this sense, analyzing them is very significant for ensuring that they are appropriate for the target learner group. Accordingly, this study aims to find out whether the stages of different morphosyntactic structuresin 5 English textbooks are sequenced according to the de

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Shiga, S. "Rubber Processability Index Using Electrical Resistivity." Rubber Chemistry and Technology 65, no. 3 (July 1, 1992): 660–72. http://dx.doi.org/10.5254/1.3538632.

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Abstract It may not be realistic to expect a single processability index to be useful for every feature of rubber mixing due to the complexity of its mechanisms. Many processability indices have been proposed. One can find properties available to define the indices in Table I. The indices can be conceptually classified into two categories. One is founded on the singularity of some properties at the minimum mixing time. The compound mixed over this time is Theologically homogeneous in contrast to that mixed insufficiently. Therefore, this time is a phase-transition point. Not all, but most of t

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Rine, David C. "Parallel and Distributed Processability of Objects." Fundamenta Informaticae 12, no. 3 (July 1, 1989): 317–56. http://dx.doi.org/10.3233/fi-1989-12304.

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Partitioning and allocating of software components are two important parts of software design in distributed software engineering. This paper presents two general algorithms that can, to a limited extent, be used as tools to assist in partitioning software components represented as objects in a distributed software design environment. One algorithm produces a partition (equivalence classes) of the objects, and a second algorithm allows a minimum amount of redundancy. Only binary relationships of actions (use or non-use) are considered in this paper.

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Kucfir, Agnieszka. "De rol van de Processability Theory van Pienemann in de verwerving van het Nederlands als tweede taal bij Poolse studenten." Neerlandica Wratislaviensia 27 (March 9, 2018): 47–54. http://dx.doi.org/10.19195/8060-0716.27.5.

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De rol van de Processability Theory van Pienemann in de verwerving van het Nederlands als tweede taal bij Poolse studenten Pienemann’s Processability Theory PT hypothesizes that the grammatical structures of a second language are acquired in an order that is universal for all languages. The main aim of this article is to investigate the validity and reliability of this theory for the acquisition process of Dutch as L2 by Polish students. PT was tested on a group of 15 first-year Dutch philology students at the University of Wrocław, after 300 hours of intensive Dutch language course. The oral

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Buyl, Aafke, and Alex Housen. "Developmental stages in receptive grammar acquisition: A Processability Theory account." Second Language Research 31, no. 4 (May 13, 2015): 523–50. http://dx.doi.org/10.1177/0267658315585905.

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This study takes a new look at the topic of developmental stages in the second language (L2) acquisition of morphosyntax by analysing receptive learner data, a language mode that has hitherto received very little attention within this strand of research (for a recent and rare study, see Spinner, 2013). Looking at both the receptive and productive side of grammar acquisition, however, is necessary for a better understanding of developmental systematicity and of the relationship between receptive and productive grammar acquisition more widely, as well as for the construction of a comprehensive t

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Wu, Xiaoli. "Studying Processability Theory. M. Pienemann & Jörg-U. Kessler (Eds.)." ITL - International Journal of Applied Linguistics 165, no. 1 (June 6, 2014): 84–87. http://dx.doi.org/10.1075/itl.165.1.05wu.

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Kawaguchi, Satomi. "Acquisition of Japanese verbal morphology: Applying processability theory to Japanese." Studia Linguistica 54, no. 2 (August 2000): 238–48. http://dx.doi.org/10.1111/1467-9582.00063.

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Schönström, Krister. "Visual acquisition of Swedish in deaf children." Linguistic Approaches to Bilingualism 4, no. 1 (February 21, 2014): 61–88. http://dx.doi.org/10.1075/lab.4.1.03sch.

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This article examines the Swedish L2 development of deaf children by testing the validity of Processability Theory on deaf learners of Swedish as an L2. The study is cross-sectional and includes written data from 38 pupils (grades 5 and 10) from a school for deaf and hearing-impaired pupils in Sweden. The primary language used by the pupils is Swedish Sign Language with Swedish being considered their L2. The Swedish data have been analyzed through the lens of Processability Theory (PT). The results show that the grammatical development of deaf learners is similar to hearing learners of Swedish

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Pienemann, Manfred, and Gisela Håkansson. "A UNIFIEDAPPROACH TOWARD THE DEVELOPMENT OF SWEDISH AS L2." Studies in Second Language Acquisition 21, no. 3 (September 1999): 383–420. http://dx.doi.org/10.1017/s0272263199003022.

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This paper has two main objectives: (a) to put the vast body of research on Swedish as a second language (SSL) into one coherent framework; and (b) to test the predictions deriving from processability theory (Pienemann, 1998a, 1998b) for Swedish against this empirical database. We will survey the 14 most prominent research projects on SSL covering wide areas of syntax and morphology in longitudinal and cross-sectional studies. This survey is the first to be carried out for Swedish, and it will bring the body of two decades of research into one unified framework. We proceed in the following ste

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Glahn, E. "Review. Language processing and second language development: processability theory. M Pienemann." Applied Linguistics 22, no. 4 (December 1, 2001): 544–48. http://dx.doi.org/10.1093/applin/22.4.544.

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Cook, Vivian. "Studying Processability Theory - Edited by M. Pienemann & Jörg-U. Kessler." International Journal of Applied Linguistics 22, no. 2 (July 2012): 265–68. http://dx.doi.org/10.1111/j.1473-4192.2012.00317.x.

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Charters, Helen, Loan Dao, and Louise Jansen. "Reassessing the applicability of Processability Theory: The case of nominal plural." Second Language Research 27, no. 4 (July 5, 2011): 509–33. http://dx.doi.org/10.1177/0267658311405923.

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This article identifies empirical evidence (Dao, 2007; in preparation) conflicting with Processability Theory’s (PT) prediction that in acquisition of English as a second language (ESL), plural-marking emerges first in bare nouns and only later in numeric expressions. Specifically, it presents results from Dao’s (2007) cross-sectional study of ESL in 36 Vietnamese learners, which was designed to test PT’s predictions that inflections emerge in lexical contexts before agreement in phrasal contexts, but found that emergence occurred in the reverse order. The article explores whether Dao’s findin

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PIENEMANN, MANFRED. "Developmental dynamics in L1 and L2 acquisition: Processability Theory and generative entrenchment." Bilingualism: Language and Cognition 1, no. 1 (April 1998): 1–20. http://dx.doi.org/10.1017/s1366728998000017.

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This paper has two major objectives: (1) to summarise Processability Theory, a processing-oriented approach to explaining language development and (2) to utilise this theory in the comparison of development in LI and L2 acquisition. Proponents of the Fundamental Difference Hypothesis (between L1 and L2) assume that L1 development can be explained with reference to Universal Grammar (UG) which, in their view, is inaccessible to L2 learners. Instead, they claim that a second language develops on the basis of language processing strategies.I will show that the fundamentally different developmenta

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Di Biase, Bruno, and Satomi Kawaguchi. "Exploring the typological plausibility of Processability Theory: language development in Italian second language and Japanese second language." Second Language Research 18, no. 3 (July 2002): 274–302. http://dx.doi.org/10.1191/0267658302sr204oa.

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This article aims to test the typological plausibility of Processability Theory (PT) (Pienemann, 1998). This is ‘a theory of processability of grammatical structures... [which] formally predicts which structures can be processed by the learner at a given level of development’ (p. xv). Up till now the theory has been tested mainly for Germanic languages, while here we propose to test it for two typologically different languages, namely Italian and Japanese. Language specific predictions for these two languages will be derived from PT, and the structures instantiating them will be described with

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Al Shatter, Ghassan. "Processability approach to Arabic L2 teaching and syllabus design." Australian Review of Applied Linguistics 34, no. 2 (January 1, 2011): 127–47. http://dx.doi.org/10.1075/aral.34.2.01als.

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This study aims to identify the relationship between the developmental hierarchy in the acquisition of Arabic as a second language (Arabic L2) and formal classroom instruction. It provides a general presentation of the current debate on the influence of formal instruction in the acquisition of L2. Special attention is given to the subset of Processability Theory (PT) known as Teachability Theory, and its implications for teaching methods of L2 in general and Arabic L2 in particular. This study also provides descriptive information on teaching objectives and materials used by the participants t

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Sabourin, Laura L. "Review of Pienemann (1998): Language Processing and Second Language Development: Processability Theory." Studies in Language 24, no. 3 (December 31, 2000): 738–45. http://dx.doi.org/10.1075/sl.24.3.14sab.

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URABE, NOBUAKI. "Theory and practice of filler reinforcement. 9. Mixing processability of white fillers." NIPPON GOMU KYOKAISHI 59, no. 5 (1986): 266–73. http://dx.doi.org/10.2324/gomu.59.266.

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Bonilla, Carrie L. "From number agreement to the subjunctive: Evidence for Processability Theory in L2 Spanish." Second Language Research 31, no. 1 (July 14, 2014): 53–74. http://dx.doi.org/10.1177/0267658314537291.

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This article contributes to typological plausibility of Processability Theory (PT) (Pienemann, 1998, 2005) by providing empirical data that show that the stages predicted by PT are followed in the second language (L2) acquisition of Spanish syntax and morphology. In the present article, the PT stages for L2 Spanish morphology and syntax are first hypothesized after a brief description of PT theory. The results of a corpus of conversational data by L2 Spanish learners ( n = 21) are then presented. Implicational scaling confirmed the five stages for the syntax and morphology with 100% scalabilit

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Pienemann, Manfred. "An Outline of Processability Theory and Its Relationship to Other Approaches to SLA." Language Learning 65, no. 1 (February 13, 2015): 123–51. http://dx.doi.org/10.1111/lang.12095.

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Sakai, Hideki. "An analysis of Japanese university students’ oral performance in English using processability theory." System 36, no. 4 (December 2008): 534–49. http://dx.doi.org/10.1016/j.system.2008.03.002.

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Håkansson, Gisela, and Catrin Elisabeth Norrby. "Grammar and pragmatics." EUROSLA Yearbook 5 (August 2, 2005): 137–61. http://dx.doi.org/10.1075/eurosla.5.08hak.

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This paper compares grammatical and pragmatic development in foreign language learners of Swedish. For the analysis of grammatical proficiency, data from translation tasks and essays were tested against the stage model proposed in Processability Theory, which identifies five stages of morpho-syntactic development for Swedish (Pienemann 1998, Pienemann and Håkansson 1999). For the pragmatic analysis a gap-fill task was used, inspired by the discourse completion task (Blum-Kulka 1982, Kasper and Roever 2005), but taking into consideration sequential aspects of the interaction. All tasks were pil

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Suherman, Rudi. "Dynamic variation in second language acquisition: A language processing perspective, Bronwen Patricia Dyson, John Benjamins Publishing Company (2021). 274." JOALL (Journal of Applied Linguistics and Literature) 8, no. 1 (January 20, 2023): 146–50. http://dx.doi.org/10.33369/joall.v8i1.23859.

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Arguably, second language acquisition has always been an interesting topic to discuss, proven by many existing theories that play an essential role and contribute to this field's advancement and proliferation. Among many are Processability Theory (PT), a prominent theory of L2 development and processing theory that predicts well-ordered, cross-linguistically valid stages in second language acquisition and provides language-specific predictions covering developmental and variational stages dimensions (Pienemann, 1998, 2005, 2015). It accounts for explicit prediction of the language elements in

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Widyastuti, Ima, Nanang Bagus Subekti, Victa Sari Dwi Kurniati, Diona Emelza Kaban, and Topan Gilang Sagita. "Perbandingan Perolehan Bahasa Inggris di Indonesia, Thailand dan Philipina." WACANA AKADEMIKA: Majalah Ilmiah Kependidikan 5, no. 1 (May 16, 2021): 62. http://dx.doi.org/10.30738/wa.v5i1.8798.

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International cooperation between universities is one of the strategic issues for the internationalization of a university in Indonesia. One form of cooperation is not only manifested in the tri dharma aspect of higher education. The focus of this research is the comparison of students' mastery of English in the three countries. This English language ability aims to determine the ability of students who take part in student exchange programs or internship exchange programs conducted by three universities. This descriptive qualitative research involved students from universities in Indonesia, u

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Burhansyah, Burhansyah. "The Lexical Morpheme Acquisition of a Learner of English as a Second Language." Journal of ELT Research 3, no. 1 (February 6, 2018): 58. http://dx.doi.org/10.22236/jer_vol3issue1pp58-67.

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The present study aims to examine the acquisition of English lexical morphemes - i.e. past –ed marker and plural –s marker on nouns, in L2 (second language) English within the framework of Processability Theory (henceforth PT). The participant of this research was LE, an Indonesian learner learning English as L2 in an instructional context. The data in the form of essay written by LE was collected longitudinally at four points in time during the period of four months. Based on the data, a distributional analysis was carried out, and then the findings were analysed by using the implicational sc

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Dyson, Bronwyn. "Focus on learnable form in a communicative context." Australian Review of Applied Linguistics 25, no. 1 (January 1, 2002): 53–70. http://dx.doi.org/10.1075/aral.25.1.04dys.

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Abstract In this article I present the concept of ‘focus on learnable form’ and show how it could be implemented in the classroom. ‘Focus on form’ research has produced increasing evidence that a form focus can improve the acquisition of the particular form while remaining compatible with the communicative approach. The learnability of grammatical form, a key issue in this research, has been addressed in some studies by identifying the emergence of the form. Since there are problems in relying on emergence, I argue for the adoption of Processability Theory (Pienemann, 1998) and specifically th

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Garðarsdóttir, María, and Sigríður Þorvaldsdóttir. "A processability approach to the development of case in L2 Icelandic." Language, Interaction and Acquisition 11, no. 1 (June 4, 2020): 68–98. http://dx.doi.org/10.1075/lia.00008.gar.

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Abstract This article presents the findings of a study on the development of case assignment in Icelandic as a second language within the context of Processability Theory (PT) and compares them with previous PT studies on the development of case in L2 German, Russian, and Serbian. We argue that initially, learners are only able to appropriately mark subjects and objects in canonical positions (e.g., subjnom v objacc ). Later they are also able to mark arguments with the appropriate case in sentences that deviate from canonical word order (e.g., objacc/dat v subjnom ). In order to examine the c

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He, Jiani, and Hui Chang. "Review of Lenzing, Nicholas & Roos (2019): Widening Contexts for Processability Theory: Theories and Issues." Journal of Second Language Studies 4, no. 1 (April 16, 2021): 193–200. http://dx.doi.org/10.1075/jsls.00016.he.

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Tang, Xiaofei. "Learnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings." Chinese Journal of Applied Linguistics 42, no. 2 (June 26, 2019): 236–57. http://dx.doi.org/10.1515/cjal-2019-0014.

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Abstract This study conducts an acquisition-based evaluation of four primary-school English textbook series used in China. The evaluation aims to determine whether the sequencing of grammatical structures in the series is compatible with the L2 learning sequence stipulated in Processability Theory (PT). The results show a partial agreement between the sequencing of structures as teaching objectives in the series and the PT-based processability hierarchy. The sequencing of structures in the initial stages is consistent with the learning sequence of L2 English stated in PT. However, several stru

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Baten, Kristof, and Gisela Håkansson. "THE DEVELOPMENT OF SUBORDINATE CLAUSES IN GERMAN AND SWEDISH AS L2S." Studies in Second Language Acquisition 37, no. 3 (October 22, 2014): 517–47. http://dx.doi.org/10.1017/s0272263114000552.

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In this article, we aim to contribute to the debate about the use of subordination as a measure of language proficiency. We compare two theories of SLA—specifically, processability theory (PT; Pienemann, 1998) and dynamic systems theory (DST; de Bot, Lowie, & Verspoor, 2007)—and, more particularly, how they address the development of subordinate clauses. Whereas DST uses measures from the complexity, accuracy, and fluency research tradition (see Housen & Kuiken, 2009), PT uses the emergence criterion to describe language development. We focus on the development of subordinate clauses a

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Syafi’i, Ahmad. "ACQUISITION: PROCESS, STRATEGY, PROBLEM IN FOREIGN LANGUAGE LEARNING." ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture 5, no. 1 (February 3, 2021): 62. http://dx.doi.org/10.17977/um006v5i12021p62-71.

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This paper explained the pattern of overcoming difficulties of foreign language learning, identifying based one previous study in learning English as a foreign language. Yet, it also shows general strategies that are useful to overcome the difficulties of acquiring a foreign language based on processability theory. Then, it examines that for learning a foreign language, as the learners need proper time and good management; however, the concept reveals need to focus that teacher’s role, learning methods, and strategies are advised. As the previous study shows of authentic material motivated lea

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Dyson, Bronwen Patricia. "Learner language analytic methods and pedagogical implications." Sociocognitive Approaches to Second Language Pedagogy 33, no. 3 (January 1, 2010): 30.1–30.21. http://dx.doi.org/10.2104/aral1030.

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Methods for analysing interlanguage have long aimed to capture learner language in its own right. By surveying the cognitive methods of Error Analysis, Obligatory Occasion Analysis and Frequency Analysis, this paper traces reformulations to attain this goal. The paper then focuses on Emergence Analysis, which fine-tunes learner language analysis by measuring the ‘onset’ of spoken grammar as hypothesised in Processability Theory (PT) (Pienemann, 1998, 2005a). Since doubts have been expressed regarding the emergence approach’s rigour and pedagogical relevance, a study is presented which aims to

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Dyson, Bronwen Patricia. "Learner language analytic methods and pedagogical implications." Sociocognitive Approaches to Second Language Pedagogy 33, no. 3 (2010): 30.1–30.21. http://dx.doi.org/10.1075/aral.33.3.05dys.

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Methods for analysing interlanguage have long aimed to capture learner language in its own right. By surveying the cognitive methods of Error Analysis, Obligatory Occasion Analysis and Frequency Analysis, this paper traces reformulations to attain this goal. The paper then focuses on Emergence Analysis, which fine-tunes learner language analysis by measuring the ‘onset’ of spoken grammar as hypothesised in Processability Theory (PT) (Pienemann, 1998, 2005a). Since doubts have been expressed regarding the emergence approach’s rigour and pedagogical relevance, a study is presented which aims to

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Tabatabaee, Mahin Sadat, Keivan Mahmoodi, and Abbas Bayati. "Processability Theory: Stage-like Development of ‘Copula inversion’ and ‘Negation’ in Iranian EFL Learners’ Writing Performance." International Journal of Foreign Language Teaching and Research 9, no. 38 (December 1, 2021): 27–38. http://dx.doi.org/10.52547/jfl.9.38.27.

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Pienemann, Manfred, and Gisela HÅkansson. "Response article Full transfer vs. developmentally moderated transfer: a reply to Bohnacker." Second Language Research 23, no. 4 (October 2007): 485–93. http://dx.doi.org/10.1177/0267658307080332.

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Ute Bohnacker's (2006) article on the acquisition of the verb second (V2) property in German by native speakers of Swedish (also a V2 language) is an attempted rebuttal of Håkansson et al.'s (2002) work on first language (L1) transfer and aspects of the underlying theory on which the work is based: Processability Theory (Pienemann, 1998). The article by Håkansson et al. presented empirical evidence from a similar population of learners (native language Swedish, target language German), showing that V2 is not transferred at the initial state. Unfortunately, Bohnacker misrepresents key aspects o

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Nakajima, Nobuyuki. "Academic Rheology and Industrial Rheology." Applied Rheology 9, no. 3 (June 1, 1999): 116–25. http://dx.doi.org/10.1515/arh-2009-0009.

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Abstract This paper is an attempt to highlight the problems faced by industrial rheologists. The problems are far more complex than subjects of usual academic pursuit. Because of the lack of scientific methods in both theory and instruments, the industrial rheologist often resort to empirical approach such as a use of the processing machines for processability evaluation. More fundamental approach is desirable. The examples are taken from high density polyethylenes and the period was 1960-1970. Although industry found solutions to the problems, the fundamental understandings have not been deve

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Håkansson, Gisela. "Typological and developmental considerations on specific language impairment in monolingual and bilingual children: A Processability Theory account." Language Acquisition 24, no. 3 (May 24, 2016): 265–80. http://dx.doi.org/10.1080/10489223.2016.1192634.

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Rösel, Uta, and Dietmar Drummer. "Understanding the Effect of Material Parameters on the Processability of Injection-Molded Thermoset-Based Bonded Magnets." Magnetism 2, no. 3 (July 2, 2022): 211–28. http://dx.doi.org/10.3390/magnetism2030016.

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The applications of bonded magnets in the field of injection-molded samples can be expanded by thermoset-based polymer-bonded magnets, as thermosets provide the opportunity to comply with the demands of, for example, the chemical industry or pump systems in drive applications through to their improved chemical and thermal resistance, viscosity and creep behaviour, especially compared to thermoplastic-based magnets. This paper investigates the influence of the matrix material (epoxy resin, phenolic resin), the filler type (strontium-ferrite-oxide, neodymium-iron-boron) and the filler grade on t

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Arends, Myra. "Verwervingsvolgorde In Het Nederlands Als Tweede Taal." Toegepaste Taalwetenschap in Artikelen 77 (January 1, 2007): 79–89. http://dx.doi.org/10.1075/ttwia.77.08are.

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The assumption that L2 acquisition is constrained by processing is the basis for several approaches to SLA. Pienemann's Processability Theory (PT) is one of them (Pienemann, 1998; 2005). PT is a universal framework that predicts the order in which certain morphological and syntactic phenomena of a specific language are acquired. The current paper presents the results of a test of the validity of PT for L2 Dutch. For this study I elicited utterances of 32 foreign students learning Dutch. Three phenomena were chosen for this test: (i) attributive adjective-noun agreement; (ii) subject-verb agree

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