Teachability and Learnability across Languages

Editors

Ragnar Arntzen

| Østfold University College

Gisela Håkansson

| Østfold University College

Arnstein Hjelde

| Østfold University College

Jörg-U. Keßler

| Ludwigsburg University of Education

Hardbound – Available

ISBN 9789027203120 | EUR 99.00 | USD 149.00

e-Book –

ISBN 9789027262592 | EUR 99.00 | USD 149.00

Teachability and Learnability across Languages addresses key issues in second, foreign and heritage language acquisition, as well as in language teaching. Focusing on a Processability Theory perspective, it brings together empirical studies of language acquisition, language teaching, and language assessment. For the first time, a research timeline for the role of instruction in language learning is presented, showing how the field of second language acquisition (SLA) research has developed over the last four decades since Pienemann’s work on learnability and syllabus construction over the 1980s. The book includes studies of child and adult second as well as foreign language acquisition research, covering a wide range of target languages including English, German, Hungarian, Japanese, Norwegian, Polish, Spanish, Swedish, and Turkish. In addition, future extensions of PT are discussed. This volume is designed for advanced students in international programs of SLA and Applied Linguistics as well as for SLA researchers and second and foreign language teachers.

[Processability Approaches to Language Acquisition Research & Teaching, 6] 2019. vii, 263 pp.

Publishing status: Available

https://doi.org/10.1075/palart.6

Table of Contents

Introduction Ragnar Arntzen, Gisela Håkansson, Arnstein Hjelde and Jörg-U. Keßler	1–6
Part I. Teachability and learnability
Chapter 1. Research timeline. The role of instruction: Teachability and processability Kristof Baten and Jörg-U. Keßler	9–26
Chapter 2. How much English do children know before they are exposed to instruction? Applying Processability Theory to receptive grammar Gisela Håkansson	27–49
Chapter 3. Morpho-syntactic development in the input: A study of second language learning textbooks Anna Flyman Mattsson	51–70
Chapter 4. Are speech and writing teachable? Re-examining developmental constraints on pedagogy Bronwen Patricia Dyson	71–93
Part II. Methods and assessment
Chapter 5. The elicitation of oral language production data: An exploration of the Elicited Imitation Task Kristof Baten	97–118
Chapter 6. Elicited imitation as a diagnostic tool of morpho-syntactic processing Jacopo Saturno	119–136
Chapter 7. Grammatical accuracy and complexity in a speaking proficiency test Anders Agebjörn	137–159
Part III. Cross-linguistic aspects of SLA
Chapter 8. Acquisition of nominal morphology in Norwegian L2: Trends and tendencies Linda Evenstad Emilsen	163–181
Chapter 9. Interlingual versus intralingual tendencies in second language acquisition: Expressing motion events in English, Hungarian and Japanese Miho Mano, Yuko Yoshinari and Kiyoko Eguchi	183–204
Chapter 10. The acquisition of Turkish (genitive-)possessive structures by adult Norwegian learners Emel Türker-van der Heiden and Gözde Mercan	205–234
Closing chapter
Chapter 11. Heritage language development and the promise of Processability Theory Silvina Montrul	237–259
Index	261–263

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2021. In Dynamic Variation in Second Language Acquisition [Processability Approaches to Language Acquisition Research & Teaching, 8],

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Subjects

Linguistics

Cognition and language

BIC Subject: CFDC – Language acquisition

BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching

U.S. Library of Congress Control Number: 2019003729 | Marc record