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Dissertations / Theses on the topic 'Processability theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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1

Ishigami, Judith Preston. "Examining the reliability of processability theory-based procedure for use in Japanese SLA assessment." 名古屋大学言語文化研究会, 2009. http://hdl.handle.net/2237/14657.

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Nishitani, Atsuko. "A Hierarchy of Grammatical Difficulty for Japanese EFL Learners: Multiple-Choice Items and Processability Theory." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/176422.

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CITE/Language Arts<br>Ed.D.<br>This study investigated the difficulty order of 38 grammar structures obtained from an analysis of multiple-choice items using a Rasch analysis. The order was compared with the order predicted by processability theory and the order in which the structures appear in junior and senior high school textbooks in Japan. Because processability theory is based on natural speech data, a sentence repetition test was also conducted in order to compare the result with the order obtained from the multiple-choice tests and the order predicted by processability theory. The part

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Gijswijt, Katrijn. "Processing Dutch : A study on the acquisition of Dutch as a second language using Processability Theory as a framework." Thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-105696.

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An ongoing debate within the field of Second Language Acquisition (SLA) discusses the possibility of universal developmental stages in the interlanguage of second language learners. Processability Theory (PT) is one of the theories that enhances this way of thinking about second language acquisition. The belief is that learners go through the same stages of development when learning a new language. An ongoing process in PT is the construction of these developmental stages for individual languages, but today there is still much work needed in this area. The purpose of this thesis is to construc

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4

IWASAKI, Junko, and junkoi@student ecu edu au. "The acquisition of Japanese as a second language and Processability Theory: A longitudinal study of a naturalistic child learner." Edith Cowan University. Community Services, Education And Social Sciences: School Of International, Cultural And Community Studies, 2006. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0022.html.

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The aim of this study was to investigate longitudinally how a child learner acquired verbal morpho-syntax in Japanese in a naturalistic second language (L2) context. Specifically the points of emergence for three verbal morpho-syntactic structures, namely verbal inflection, the V-te V structure and the passive/causative structure, were investigated within a framework of Processability Theory (PT) (Pienemann, 1998b). The subsequent development of these structures was also examined. Unlike earlier research about morpheme orders and developmental sequences in language acquisition which was critic

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Iwasaki, Junko. "The Acquisition of Japanese as a Second Language and Processability Theory: A Longitudinal Study of a Naturalistic Child Learner." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/73.

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The aim of this study was to investigate longitudinally how a child learner acquired verbal morpho-syntax in Japanese in a naturalistic second language (L2) context. Specifically the points of emergence for three verbal morpho-syntactic structures, namely verbal inflection, the V-te V structure and the passive/causative structure, were investigated within a framework of Processability Theory (PT) (Pienemann, 1998b). The subsequent development of these structures was also examined. Unlike earlier research about morpheme orders and developmental sequences in language acquisition which was critic

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Håkansson, Ramberg Maria. "Was bewerten Lehrer? : Die Bedeutung grammatischer und lexikalischer Faktoren bei der Benotung von Schülertexten im Fach Deutsch als Fremdsprache." Licentiate thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-58056.

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Schönström, Krister. "Tvåspråkighet hos döva skolelever : Processbarhet i svenska och narrativ struktur i svenska och svenskt teckenspråk." Doctoral thesis, Stockholms universitet, Institutionen för lingvistik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-39917.

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This dissertation examines the language proficiency of school-aged deaf pupils from a bilingual perspective. The first aim of the study is to investigate the Swedish L2 skills of the pupils. This includes testing the validity of the Processability Theory on deaf learners of Swedish as an L2. The second aim is to investigate whether there is a correlation between proficiency in Swedish and Swedish Sign Language (SSL) as suggested in earlier research on deaf bilingualism. This study is cross-sectional and contains data from 38 pupils (grades 5 and 10) from a school for deaf and hearing-impaired

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Hansson, Frida. "Processbarhetsteorin tillämpad på elevers skriftliga produktion : En studie baserad på nyanländas elevtexter i högstadiet." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80213.

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Det är vanligt att elever befinner sig på olika kunskapsnivåer i en undervisningsgrupp och för att ta reda på vilka nivåer de befinner sig på går det att tillämpa Processbarhetsteorin. Det är en teori utformad av Manfred Pienemann för att studera hur inlärare processar grammatiska strukturer. Uppsatsen är främst byggd på en kvalitativ ansats på grund av de kvalitativa analyserna men även på en kvantitativ ansats då elevernas texter som är analyserade har räknats i procent och presenterats i fördelningar med hjälp av tabeller. Den deltagande gruppen bestod av 15 elever i en förberedelseklass me

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9

Eklund, Heinonen Maria. "Processbarhet på prov : Bedömning av muntlig språkfärdighet hos vuxna andraspråksinlärare." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9524.

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This dissertation concerns oral language tests from a grammatical perspective. Tests today are usually assessed based on a communicative approach to language, so it is interesting to see how great a significance the level of grammatical development of test takers has for their communicative competence in general. The data in the investigation consist of recorded test conversations from a Swedish national language proficiency test, Tisus (test in Swedish for university and university college studies). The general aim of the study is to investigate whether there is a difference between the test

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Stål, Eva-Lena. "Skriftspråklig kompetens hos andraspråksinlärare : Analys av godkända texter från Tisustest och Nationella prov i Svenska som andraspråk B." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-13993.

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Denna studie bygger på andraspråksinlärares skriftliga kompetens kopplad till syntaktiska och kommunikativa nivåer. I synnerhet är syftet att studera språkliga syntaktiska nivåer i texter skrivna av andraspråksinlärare som har behörighet att studera vid universitet. Ytterligare ett syfte är att studera om innehållet i texter kan förmedlas på ett kommunikativt och idiomatisk sätt. Den teoretiska ramen för att mäta syntaktiska nivåer som informanter i denna studie har uppnått bygger på processbarhetsteorin (Pienneman, 1998/ Pienneman & Håkansson, 1999). Studien visar att godkända texter i Sv

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Czaholi, Attila. "Morphosyntactic competence of adult learners of English in Sweden : The impact of L2 exposure outside school and highest completed education on morphosyntactic development." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81307.

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The aim of this study was to investigate the morphosyntactic development of Grundvux learners (adult learners who study school subjects at elementary school levels in Sweden) of English with the aid of Processability theory, or PT, and to investigate the potential influence of exposure to English outside school and the participants' highest completed formal education on the participants' morphosyntactic levels. The participants of this study were Grundvux learners who studied English either on National Course 2, 3, or 4. This study also investigated how similar or different Course 2, 3 and 4 p

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12

Nordborg, Martin. "Målspråksriktig svenska : - en studie kring betydelsen av fri och bunden ordföljd." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45819.

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Syftet med denna studie har varit att undersöka hur olika ordföljdsprinciper i ett förstaspråk påverkar inlärningen av ordföljden i andraspråket svenska. Två grupper jämfördes där den ena hade ett förstaspråk med en bunden ordföljd baserad på den grammatiska principen och den andra ett förstaspråk med en fri ordföljd baserad på tema-rema-principen. Respondenterna bestod av elever inom den kommunala vuxenutbildningen i en västsvensk kommun som gick och läste på Sfi och SAS Grund. Varje respondent fick i uppgift att fritt skriva en kort uppsats. Texterna analyserades därefter ingående för att ku

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13

Håkansson, Gloria. "Att testa flerspråkiga elevers språkförmåga : ett specialpedagogiskt perspektiv." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19049.

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Barn och elever som inte utvecklar det svenska språket som förväntat utreds med olika språktester. I denna studie undersöker jag ett vanligt förekommande testmaterial, som används för att kartlägga barns och elevers språkutveckling. Flerspråkiga elever som har språkliga svårigheter måste visa svårigheter på samtliga sina språk för att kunna diagnostiseras med språkstörning eller med läs- och skrivsvårigheter. Eleverna testas med bland andra Trog-2, ett språktest för bedömning av receptiva grammatiska färdigheter, men som inte är normerat för flerspråkiga elever. Syftet med studien är att under

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14

Järvinen, Sivi. "Processbarhetsteorin : En studie om finskspråkiga elevers användning av personliga och reflexiva pronomen i possessivform samt placering av negation i bisats." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60489.

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This essay aims to explain Finnish students’ acquisition of Swedish as a second language: the focal point is the learners’ use of the possessive personal pronouns (hennes, hans and deras) and the possessive reflexive pronouns (sin, sitt and sina), and the placement of the Swedish negation in subordinate clauses. The theoretical background for the analysis of these linguistic structures is the Processability theory. This thesis suggests that the pronouns, which have not been earlier investigated through the Processability theory, are a part of the stage 4 of the theory, whilst the placement of

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15

Di, Biase Bruno. "A Processability Approach to the Acquisition of Italian as a Second Language: Theory and Applications." Phd thesis, 2007. http://hdl.handle.net/1885/6982.

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This thesis concerns the acquisition of Italian as a second language in instructed adult and child learners within the framework of Processability Theory (Pienemann 1998) with particular reference to morphological and syntactic development. It also contains some contributions to an extension of the theory itself, particularly the development of syntax, leading to a new exploration of the interface between discourse-pragmatics and syntax in L2 learners. The empirical longitudinal and cross-sectional studies on which these papers are based support Processability Theory’s universal developmental

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16

Chen, Mei-Chi, and 陳玫岐. "TSO A CASE STUDY OF ENGLISH LEARNING DIFFICULTY: PROCESSABILITY THEORY AND THE EXPERIMENTAL RESEARCH OF ROD ELLIS." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/01781845109662884205.

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碩士<br>銘傳大學<br>應用英語學系碩士班<br>98<br>This study examines Processability Theory (Pienemann, 1998) and the learning difficulty of seventeen grammatical structures of explicit knowledge for second language learners among students of English in Ming Chuan University. Rod Ellis’ theory of explicit knowledge was adapted for the study to discover students’ grammatical learning difficulty as part of an explicit knowledge component. The two samples include freshmen and seniors from the Applied English Department of Ming Chun University who took the Untimed Grammaticality Judgment Test (GJT) at two diff

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17

Tang, Xiaofei. "Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China." Phd thesis, 2016. http://hdl.handle.net/1885/130852.

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This study conducts an acquisition-based evaluation of four primary-school English textbook series used on a nationwide scale in mainland China. The evaluation aims to determine whether the sequencing of grammatical structures in the four textbook series is compatible with the L2 learning sequence stipulated in Processability Theory (PT) (Pienemann, 1998, 2005). L2 acquisition cannot occur without input, and textbooks serve as the primary form of input for learners, especially in the foreign language context. In China, learners of L2 English have l

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