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Journal articles on the topic 'Processability theory (PT)'

Author: Grafiati

Published: 20 February 2023

Last updated: 31 July 2025

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1

Spinner, Patti, and Sehoon Jung. "PRODUCTION AND COMPREHENSION IN PROCESSABILITY THEORY." Studies in Second Language Acquisition 40, no. 2 (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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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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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 (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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HULSTIJN, JAN. "Semantic-informational and formal processing principles in Processability Theory." Bilingualism: Language and Cognition 1, no. 1 (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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H., Alemu, and D. Ado. "Exploring the Developmental Stages of Amharic Nominal and Verbal Gender: Evidence for processability theory." Macrolinguistics 10, no. 16 (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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Schönström, Krister. "Visual acquisition of Swedish in deaf children." Linguistic Approaches to Bilingualism 4, no. 1 (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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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 (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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Bonilla, Carrie L. "From number agreement to the subjunctive: Evidence for Processability Theory in L2 Spanish." Second Language Research 31, no. 1 (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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Rouintani, Amir Hamzeh Gholami, Abbas Bayat, and Payman Rajabi. "Validity of “Negation” and “Interrogatives” in Processability Theory for Iranian EFL Learners." Journal of Modern Languages 33, no. 2 (2023): 97–119. http://dx.doi.org/10.22452/jml.vol33no2.6.

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Processability Theory (PT), which organizes the knowledge base of Second Language Acquisition (SLA), offers an explanation of acquisition sequences. The aim of this paper is to investigate validation of PT for Iranian EFL learners for the acquisition of “negation” and “interrogative” structures across five proficiency levels and compared it with the morpho-syntactic structures model suggested by Pienemann. From the 160 participants having distinct proficiency, the needed data was gathered. They were wanted to produce example of oral performance in semi-structured interview and picture descript

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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 (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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Tang, Xiaofei. "Learnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings." Chinese Journal of Applied Linguistics 42, no. 2 (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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Garðarsdóttir, María, and Sigríður Þorvaldsdóttir. "A processability approach to the development of case in L2 Icelandic." Language, Interaction and Acquisition 11, no. 1 (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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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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Burhansyah, Burhansyah. "The Lexical Morpheme Acquisition of a Learner of English as a Second Language." Journal of ELT Research 3, no. 1 (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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Charters, Helen, Loan Dao, and Louise Jansen. "Reassessing the applicability of Processability Theory: The case of nominal plural." Second Language Research 27, no. 4 (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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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 (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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Al Shatter, Ghassan. "Processability approach to Arabic L2 teaching and syllabus design." Australian Review of Applied Linguistics 34, no. 2 (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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Baten, Kristof, and Gisela Håkansson. "THE DEVELOPMENT OF SUBORDINATE CLAUSES IN GERMAN AND SWEDISH AS L2S." Studies in Second Language Acquisition 37, no. 3 (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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Yamaguchi, Yumiko. "L2 Written Production by Japanese Learners of English." Education, Language and Sociology Research 1, no. 2 (2020): p88. http://dx.doi.org/10.22158/elsr.v1n2p88.

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This paper presents part of the results of a learner corpus study of English spoken and written performances by Japanese native speakers. For the current study, the written data from 80 participants were used. Their English written production was examined based on Processability Theory (PT; Pienemann, 1998, 2005; Bettoni & Di Biase, 2015) as well as on the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001). Results demonstrated that there was an implicational pattern in the acquisition of English L2 grammar by the Japanese learners as predicted in PT. It w

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Yamaguchi, Yumiko, and Satomi Kawaguchi. "Processability Analysis of the Acquisition of English L2 Syntax by Japanese and Chinese Speakers." International Journal of Linguistics 15, no. 6 (2023): 153. http://dx.doi.org/10.5296/ijl.v15i6.21444.

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Processability Theory (PT; Pienemann, 1998) argues that there is a universal hierarchy in the acquisition of second language (L2) grammar. As for L2 syntax, PT proposes the Lexical Mapping Hypothesis (LMH; Pienemann, et al. 2005) in which learners are predicted to progress from ‘default mapping’, where the argument hierarchy maps onto the grammatical function hierarchy in a default way, to ‘non-default mapping’, where the strictly hierarchical mapping is disrupted under semantic and/or pragmatic pressure (Pienemann, et al., 2015). More recently, an additional intermediate stage between default

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Yamaguchi, Yumiko. "Developmental Stages and the CEFR Levels in Foreign Language Learners’ Speaking and Writing." Studies in English Language Teaching 7, no. 1 (2018): 1. http://dx.doi.org/10.22158/selt.v7n1p1.

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<p class="AbstractTitle"><em>This paper aims to investigate foreign language learners’ speaking and writing based on a second language acquisition (SLA) theory and the Common European Framework of Reference for Languages (CEFR; Council of Europe, 2001). While the CEFR has been widely used as a reference instrument in foreign language </em><em>education</em><em>, there has been insufficient empirical research undertaken on the CEFR levels (e.g., Hulstijin, 2007; Wisniewski, 2017). Also, few studies have examined how the CEFR levels relate to the developmental

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Husein, Alhassan Abdur-Rahim. "Acquisition of Agreement Structures by Ghanaian Arabic Learners." Al-Adab Journal 1, no. 137 (2021): 23–46. http://dx.doi.org/10.31973/aj.v1i137.915.

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The study investigated acquisition of agreement structures by Arabic as Foreign Language (AFL) learners in Ghana from the Processability Theory (PT) perspective. Five Arabic agreement structures at the phrasal, sentence and subordinate clause levels of PT’s processing procedures were tested in a cross-sectional study. It aimed to establish predictions about the implicational nature of the processing procedures. Data were elicited from 15 students of the University of Ghana Arabic learners who were at different proficiency levels. Grammaticality Judgment Task and Elicited Production Task were u

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Šarić, Antonija. "Errors in Making Indirect Questions in the Interlanguage of Students at the Faculty of Food Technology." European Journal of Language and Literature 8, no. 1 (2022): 1. http://dx.doi.org/10.26417/505yod79.

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In this paper, the author attempts to identify the most common errors that occur in the interlanguage of students at the Faculty of Food Technology when formulating indirect questions in English language. According to Processability theory (PT), language is acquired in a predictable way, in six stages, the last stage being acquiring word order in subordinate clauses, i.e. cancelling inversion. Since interlanguage presents a dynamic language system that retains some features of the first language or generalizes the second language rules in speech or writing, the origin of errors can be found in

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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/10.2104/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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Sadownik, Barbara. "Der Erwerb komplexer syntaktischer Strukturen des deutschen von Germanistikstudierenden mit L1- polnisch / L1- ukrainisch, L2 – englisch." Roczniki Humanistyczne 72, no. 10 (2024): 121–34. https://doi.org/10.18290/rh247210.8.

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In dem vorliegenden Beitrag werden Probleme des Syntaxerwerbs im Deutschen behandelt, wobei ganz speziell auf den Erwerb der komplexen Verbletztstellungsregularitäten in deutschen eingeleiteten Nebensätzen bei Germanistikstudierenden mit L1–Polnisch/L1–Ukrainisch, L2–Englisch eingegangen wird. Die Untersuchung wird durch Bezugnahme auf die psycholinguistische Processability Theory (PT) mit ihrer Developmentally Moderated Transfer Hypothesis (Pienemann 2015) fundiert. Eigene ziemlich breit angelegte empirische Querschnittstudie, die syntaktische Kompetenz von 45 Probanden (1. und 2. Studienjahr

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Yamaguchi, Yumiko, and Hiroko Usami. "Plural Marking in Spoken and Written Narratives: A Corpus-based Study of Japanese Learners of English." International Journal of Applied Linguistics and English Literature 6, no. 5 (2017): 224. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.5p.224.

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This paper aims to present the results of a learner corpus study on spoken and written narratives by Japanese learners of English using Processability Theory (PT) (Pienemann, 1998). PT assumes that there is a universal hierarchy of second language (L2) development and many studies (e.g., Di Biase, Kawaguchi, & Yamaguchi, 2015; Pienemann, 1998) have shown support for PT stages for English L2. However, few PT studies have addressed the issues of whether learners use linguistic structures in the same way in spoken and written tasks. The current study focuses on learners’ use of plural marking

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Yumiko Yamaguchi. "Comparing Two Approaches for Measuring English as a Second Language." Asiatic: IIUM Journal of English Language and Literature 15, no. 1 (2021): 71–91. http://dx.doi.org/10.31436/asiatic.v15i1.2311.

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   This paper aims to investigate how proficiency rating scales, such as the Common European Framework of Reference for Languages (CEFR; Council of Europe), measure English as a second language (L2). While the CEFR has played an important role as a reference tool in second/foreign language teaching, learning, and assessment worldwide, few empirical studies have been conducted to explore how L2 learners at each proficiency level of the CEFR perform in various linguistic situations. In the present study, the data was collected from eighty-eight Japanese native (L1) speakers lea

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Iwasaki, Junko, and Rhonda Oliver. "Describing the Acquisition of the Passive Voice by a Child Learner of Japanese as a Second Language from a Processability Theory Perspective." International Journal of Applied Linguistics and English Literature 7, no. 5 (2018): 247. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.247.

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This longitudinal case study reports on the acquisition of Japanese as a second language (L2) by a child learner with English as his first language (L1) who was acquiring Japanese naturalistically. In particular this study focusses on the acquisition by the child of a non-canonical mapping structure, namely the passive voice in relation to canonical mapping structures (e.g., the active voice) within the framework of the Unmarked Alignment Hypothesis (UAH) and the Lexical Mapping Hypothesis (LMH). These hypotheses are two of the main pillars of the extended Processability Theory (PT) (Pienemann

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Mansouri, Fethi, and Loretta Duffy. "The pedagogic effectiveness of developmental readiness in ESL grammar instruction." Australian Review of Applied Linguistics 28, no. 1 (2005): 81–99. http://dx.doi.org/10.1075/aral.28.1.06man.

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Abstract The project reported in this paper aims to test the concept of learner developmental readiness’ and its pedagogic effectiveness in the teaching of foreign language grammar. It focuses on the teaching of English as a second language (ESL) in a formal classroom context. The aim is to ascertain whether a specific teaching order based on the concept of developmental readiness, can enhance learning outcomes in foreign language classrooms. The main theoretical approach used is the Teachability Hypothesis articulated in Pienemann’s (1998) Processability Theory (PT), which “predicts that stag

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Yamaguchi, Yumiko. "L2 Proficiency and L2 Developmental Stages: A Learner Corpus Analysis." Studies in English Language Teaching 7, no. 4 (2019): p516. http://dx.doi.org/10.22158/selt.v7n4p516.

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This paper presents part of the results of a learner corpus study of English oral and written production by a large number of Japanese native speakers. Each participant was asked to perform two tasks, namely spoken and written narratives, using a picture book titled “Frog, where are you?” (Mayer, 1969) containing 24 wordless pictures. For the analyses in the current study, the data from 80 learners, focusing on audio-recorded and transcribed spoken narratives, was used. The Japanese learners’ speech production was examined based on Processability Theory (PT; Pienemann, 1998, 2005; Bettoni &amp

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Bardel, Camilla, and Ylva Falk. "The role of the second language in third language acquisition: the case of Germanic syntax." Second Language Research 23, no. 4 (2007): 459–84. http://dx.doi.org/10.1177/0267658307080557.

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In this study of the placement of sentence negation in third language acquisition (L3), we argue that there is a qualitative difference between the acquisition of a true second language (L2) and the subsequent acquisition of an L3. Although there is considerable evidence for L2 influence on vocabulary acquisition in L3, not all researchers believe that such influence generalizes to morphosyntactic aspects of the grammar. For example, Håkansson et al. (2002) introduce the Developmentally Moderated Transfer Hypothesis (DMTH), which incorporates transfer in Processability Theory (PT). They argue

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Itani-Adams, Yuki, Junko Iwasaki, and Satomi Kawaguchi. "Similarities and Differences between Simultaneous and Successive Bilingual Children: Acquisition of Japanese Morphology." International Journal of Applied Linguistics and English Literature 6, no. 7 (2017): 268. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.7p.268.

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This paper compares the acquisition of Japanese morphology of two bilingual children who had different types of exposure to Japanese language in Australia: a simultaneous bilingual child who had exposure to both Japanese and English from birth, and a successive bilingual child who did not have regular exposure to Japanese until he was six years and three months old. The comparison is carried out using Processability Theory (PT) (Pienemann 1998, 2005) as a common framework, and the corpus for this study consists of the naturally spoken production of these two Australian children. The results sh

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Suherman, Rudi, Lia Maulia Indrayani, and Ekaning Krisnawati. "Portraying the English Morphological Development of Indonesian-English Interlanguage Learners." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 5, no. 1 (2020): 83. http://dx.doi.org/10.21093/ijeltal.v5i1.583.

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The study intends to see the interlanguage morphological structure observed in communicative tasks of ten Indonesian learners of English as a Foreign Language. To achieve this purpose, Qualitative method with quantified data is employed in this study embracing the cross-sectional approach. The data are taken from the utterances produced by 10 (ten) L2 learners who performed three different communicative tasks; semi-structure interviews, 5 picture descriptions, 2 spot differences. The researcher found 356 English morphological structures produced by the learners, and 66 of them are analysed as

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Kawaguchi, Satomi, and Jenny Lu. "Development of English among Older Chinese Migrants in Australia: A Case of Tense and Aspect." International Journal of Applied Linguistics and English Literature 10, no. 5 (2021): 18. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.5p.18.

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Language barrier among older migrants affects various areas of their life such as physical and mental well-being and participation in the community. However, little is known about their actual language attainment. This study investigates the development of tense and aspect (TA) in English through focused instructions among older Chinese migrants in Australia. TA is expressed through morphological and syntactic means in English, while in Chinese, tense is expressed lexically, and aspect via contextual cues and aspect markers. These typological contrasts create learning difficulties among Chines

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Keßler, Jörg-U. "Teaching processability theory in foreign language teacher education." Instructed Second Language Acquisition, October 22, 2022. http://dx.doi.org/10.1558/isla.21512.

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To maximise learners’ second-language (L2) achievements, high-quality training for future L2 teachers is indispensable. This paper reports on an L2 teacher training course that incorporated processability theory (PT) in a German University. PT is a psycholinguistic theory of SLA explaining and predicting L2 development across languages. Because of this focus, PT can be applied in both natural and instructed settings of SLA. Further, the incorporation of the teachability hypothesis increases PT’s relevance for language teachers. After discussing PT and the teachability hypothesis, this paper de

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Dyson, Bronwen. "SLA as complex, dynamical and predictable: A Processability Theory perspective." Second Language Research, November 4, 2022, 026765832211327. http://dx.doi.org/10.1177/02676583221132726.

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This article enters the debate about the complex and dynamical nature of second language acquisition (SLA) by discussing and commenting on Pallotti’s critique of Complex Dynamic Systems Theory (CDST). Pallotti’s critique brings to the fore the argument that, due to its anti-reductionist stance, CDST research fails to observe three fundamental research criteria, namely that research should (1) construct models, (2) make generalizations and falsifiable predictions and (3) adopt clear empirical approaches. While Pallotti does not explore research already moving SLA beyond anti-reductionist approa

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Dzherikh, Olena. "Lexical and Morphological Development for English and Russian in a 3-Year-Old Multilingual Child." Psychology of Language and Communication, May 4, 2025, 135–69. https://doi.org/10.58734/plc-2025-0007.

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Processability Theory (PT) adequately describes the developmental stages of L2 learners across languages. To date, little is known whether PT can predict the grammatical development of bilingual and multilingual children. A longitudinal study examined the lexical and morphological development of a child growing up with Russian and English and exposed to Ukrainian using PT from 2;11 to 3;06. The results show a strong correlation between the child’s vocabulary growth and the development of morphological skills, supporting Lexical Functional Grammar. Grammar development in both languages progress

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Son, Myeongeun. "L2 Language Development in Oral and Written Modalities." Studies in Second Language Acquisition, May 8, 2024, 1–28. http://dx.doi.org/10.1017/s0272263124000329.

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Abstract This study investigates whether second language (L2) learners’ language development and accuracy in production are comparable across oral and written modalities on the basis of Pienemann’s processability theory (PT). Eighty-seven English as a Foreign Language (EFL) learners, from high beginner to advanced levels, completed comparable speaking and writing tasks designed to elicit particular morphosyntactic structures predicted by PT to correspond to L2 stages of development. Time constraints encouraged participants to respond spontaneously, thus drawing on implicit knowledge. Implicati

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Dyson, Bronwen, Gisela Håkansson, and Kirrie J. Ballard. "A Developmental Approach to Assessing and Treating Agrammatic Aphasia." American Journal of Speech-Language Pathology, April 2022, 1–17. http://dx.doi.org/10.1044/2022_ajslp-21-00240.

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Purpose: There is mounting evidence that the agrammatism that defines Broca's aphasia can be explained in processing terms. However, the extant approach simply describes agrammatism as disparate deficits in a static, mature system. This tutorial aims to motivate and outline a developmental alternative. This alternative is processability theory (PT), a root-to-apex theory of language development, with its origins in the field of second language acquisition, which can connect the findings of aphasia research. Method: This tutorial critically reviews research on agrammatism as a language deficit,

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Flyman Mattsson, Anna. "Rethinking textbook grammar introduction." Instructed Second Language Acquisition, July 18, 2022. http://dx.doi.org/10.1558/isla.21186.

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This article describes the construction of a Swedish grammar textbook based on learnability and teachability within the processability theory (PT) paradigm. The article discusses the difficulties and choices encountered when applying the morphologic and syntactic structures defined for second-language Swedish in a learnable order. The main concerns raised in the literature, such as the limited number of structures studied within PT and the heterogeneity in the classroom, are also discussed. The textbook emphasises the distinction between processing and automatising (correct use), as it entails

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Kawaguchi, Satomi, and Isriani Hardini. "Developmentally Moderated Focus on Form Instruction and Feedback in an Indonesian Kindergarten EFL programme." Instructed Second Language Acquisition, July 18, 2022. http://dx.doi.org/10.1558/isla.21232.

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This study investigates the effect of developmentally moderated focus on form (DMFonF) instruction and feedback within processability theory (PT) on early grammatical development in an Indonesian kindergarten EFL programme, focusing on the acquisition of plural marking of nouns. The study has a pre-test, DMFonF intervention and post-test design. The participants were a teacher, and ten 1st-year and ten 2nd-year kindergarten children. Before the study, children received a meaning-based EFL programme. The children’s English development was measured based on PT stages pre- and post-test. Linguist

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Zhang, Boying, Huimin Gao, Yazhou Kang, et al. "Molecular and Heterojunction Device Engineering of Solution‐Processed Conjugated Reticular Oligomers: Enhanced Photoelectrochemical Hydrogen Evolution through High‐Effective Exciton Separation." Advanced Science, March 7, 2024. http://dx.doi.org/10.1002/advs.202308535.

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AbstractCovalent organic frameworks (COFs) face limited processability challenges as photoelectrodes in photoelectrochemical water reduction. Herein, sub‐10 nm benzothiazole‐based colloidal conjugated reticular oligomers (CROs) are synthesized using an aqueous nanoreactor approach, and the end‐capping molecular strategy to engineer electron‐deficient units onto the periphery of a CRO nanocrystalline lattices (named CROs‐Cg). This results in stable and processable “electronic inks” for flexible photoelectrodes. CRO‐BtzTp‐Cg and CRO‐TtzTp‐Cg expand the absorption spectrum into the infrared regio

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