Developing, modelling and assessing second languages

Developing, modelling and assessing second languages / edited by Jörg-U. Kessler ; Anke Lenzing ; Mathias Liebner.

This edited volume brings together the work of a number of researchers working in the framework of Processability Theory (PT), a psycholinguistic theory of second language acquisition (SLA) (Pienemann 1998; 2005). The aim of the volume is two-fold: It engages with current issues in both theory devel...

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Bibliographic Details
Other Authors: Kessler, Jörg-U (Editor), Lenzing, Anke (Editor), Liebner, Mathias (Editor)
Format: eBook
Language:English
Published: Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016]
Series:Processability approaches to language acquisition research & teaching ; vol. 5.
Subjects:
Second language acquisition > Study and teaching.
Interlanguage (Language learning)
Bilingualism.
Language acquisition.
Cross-language information retrieval.
Language and languages > Study and teaching.
Psycholinguistics.
psycholinguistics.
LANGUAGE ARTS & DISCIPLINES > General.
Bilingualism
Cross-language information retrieval
Language acquisition
Language and languages > Study and teaching
Psycholinguistics
Second language acquisition > Study and teaching
Online Access:Click for online access
Table of Contents:
  • Intro
  • Developing, Modelling and Assessing Second Languages
  • Editorial page
  • Title page
  • LCC data
  • Table of contents
  • Acknowledgements
  • Modelling and assessing second language acquisition
  • References
  • About this book
  • References
  • Part I: Theory Development
  • The development of argument structure in the initial L2 mental grammatical system
  • 1. Introduction
  • 2. Argument structure in LFG
  • 3. Mapping processes in PT
  • 4. The Multiple Constraints Hypothesis
  • 5. The study & research design
  • 6. Analysis
  • 7. Results
  • 7.1 Grade 3
  • Developmental stages
  • 7.2 Argument structure grade 3
  • questions
  • 7.3 Results statements grade 3
  • 7.4 Results grade 4
  • developmental stages
  • 7.5 Questions grade 4
  • 7.6 Results grade 4 statements
  • 8. Comparison results grade 3
  • grade 4
  • 9. Conclusion
  • References
  • Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers
  • 1. Introduction
  • 2. Vocabulary size and language acquisition
  • 3. Processability Theory (PT) and its hypotheses
  • 4. The discourse functions hypothesis and development of Y/N and Wh-questions
  • 5. The Lexical Mapping Hypothesis
  • 6. Study
  • 6.1 Informants
  • 6.2 Procedure
  • 6.3 Tasks
  • 7. Results
  • 7.1 Vocabulary size test
  • 7.2 Profiling task: Question sentence constructions
  • 7.2.1 Low vocabulary size informants
  • 7.2.2 Mid vocabulary size informants
  • 7.2.3 High vocabulary size informants
  • 7.3 Translation task: Argument-Grammatical function mapping
  • 7.3.1 Default mapping
  • 7.3.2 Lexically non-default mapping
  • 7.3.3 Structurally non-default mapping
  • 8. Discussion
  • 8.1 Relationship between vocabulary size and acquisition of question construction
  • 8.2 Relationship between vocabulary size and acquisition of argument mapping
  • 9. Conclusion
  • Acknowledgment
  • References.
  • Appendix
  • Processability Theory and language development in children with Specific Language Impairment
  • 1. Introduction
  • 2. Earlier research
  • 2.1 What is the problem
  • representation or processing?
  • 2.2 Are there specific structures that are likely to be affected?
  • 3. A study on Swedish children with SLI
  • 3.1 Grammatical structures in Swedish
  • 3.2 Material and methods
  • 4. Results
  • 5. Discussion
  • 6. Conclusion
  • References
  • Testing the Developmentally Moderated Transfer Hypothesis
  • 1. Developmental Moderation of Transfer and L2 Transfer in L3 Acquisition
  • 1.1 The Developmentally Moderated Transfer Hypothesis
  • 1.2 Håkansson Pienemann & Sayehli (2002)
  • 1.3 Bohnacker (2006) and Pienemann & Håkansson's (2007) reply
  • 1.4 Bardel & Falk (2007)
  • 1.5 Bardel and Falk's study
  • 2. The PALU study: Minimal exposure to the L2
  • 2.1 Research design
  • 2.2 Results
  • 2.3 Summary and discussion
  • References
  • Part II: Theory Assessment
  • The 'tense' issue
  • 1. Introduction
  • 2. The study
  • 2.1 Informants
  • 2.2 Data collection
  • 3. Data analysis and results
  • 4. Discussion
  • 5. Conclusion
  • 6. Acknowledgement
  • References
  • Acquisition as a gradual process
  • 1. Introduction
  • 2. Language teaching and developmental readiness
  • 3. Task-based interaction in the classroom
  • 4. Task-based language teaching and Focus on Form
  • 5. Tasks with a Developmentally Moderated Focus on Form
  • 6. Using tasks with a Developmentally Moderated Focus on Form in the EFL classroom
  • 6.1 Using tasks with a Developmentally Moderated Focus on Form-Plural-s
  • 6.2 Using tasks with a Developmentally Moderated Focus on Form- 3rd Person Singular -s
  • 7. Summary
  • References
  • Psychometric approaches to language testing and linguistic profiling
  • A complementary relationship?
  • 1. Introduction.
  • 2. Testing based on the CEFR
  • A psychometric approach
  • 2.1 Critique as regards psychometric testing and the CEFR
  • 3. Assessing interlanguage development with rapid profile and autoprofiling
  • 3.1 The emergence criterion in rapid profile and autoprofiling
  • 4. The study
  • 4.1 Aims and research questions
  • 4.2 Data and methodology
  • 4.3 Results
  • 4.4 Discussion
  • 5. Conclusion
  • References
  • Appendix
  • Assessing linguistic levels of L2 English in primary school programs
  • 1. Introduction
  • 2. Child data studies within the PT framework
  • 3. The study
  • 3.1 Research questions
  • 3.2 Schools
  • 3.2.1 School A
  • 3.2.2 School B
  • 3.2.3 School C
  • 3.3 Participants
  • 3.4 Method
  • 3.4.1 Data elicitation
  • 3.4.2 Communicative tasks
  • 3.4.2.1 Structured Interview. The first task was a structured interview task. Through this task, the participant got to know the interviewers better and an atmosphere of trust was created to alleviate anxiety associated with testing. First, the participan
  • 3.4.2.2 Picture Difference Task. The structured interview was followed by a picture difference-task: the learner received a picture which corresponded to the picture of the interviewer but lacked a number of elements, such as a sun, a big girl or two bird
  • 3.4.2.3 Storytelling/Story Completion Task. The next task consisted of a ­picture story about a platypus that escapes from the zoo. A boy, on finding the platypus, wonders where the animal might have come from, and finally returns it to the zoo. The parti
  • 3.4.2.4 Habitual Action Task. The final part of the test was a habitual action task. Again, a number of pictures were given to the learner. This time, however, a typical day in the life of a young girl was illustrated. It was the participant's task to des
  • 3.4.3 Data analysis
  • 4. Results
  • 4.1 Stages
  • 4.1.1 School A
  • 4.1.2 School B.
  • 4.1.3 School C
  • 4.2 Comparison among grades
  • 4.2.1 Comparison of Grade 1 Groups
  • 4.2.2 Comparison of Grade 3 Groups
  • 4.2.3 Comparison of Grade 4 Groups
  • 4.2.4 Longitudinal Development
  • 4.3 Factors affecting L2 development
  • 4.4 Communicative tasks
  • 4.4.1 Sufficient elicitation of structures (cancel inversion)
  • 4.4.2 Motivating tasks
  • 4.4.3 Comprehensibility
  • 4.5 Discussion
  • 4.5.1 Results of the study
  • 4.5.2 Factors affecting L2 competence
  • 4.5.3 Suitability of PT for profiling IM learners
  • 4.5.4 Suitability of communicative tasks
  • 5. Conclusion and future implications
  • References
  • Diagnosing L2-English in the communicative EFL Classroom
  • 1. Introduction
  • 2. Profile Analysis with Rapid Profile
  • 3. Task-based Language Teaching within the teaching unit
  • 4. Podcasts in the EFL classroom
  • 5. The Teaching Unit
  • Individual treatment on a diagnostic basis
  • 5.1 The diagnosis
  • 5.2 Individual Treatment
  • 6. Conclusion
  • References
  • The cognitive processes elicited by L2 listening test tasks
  • A validation study
  • 1. Introduction
  • 2. Methods
  • 2.1 Integrating qualitative and quantitative data in a mixed methods approach
  • 2.2 Conceptual framework: Theoretical propositions
  • 2.2.1 Theoretical propositions concerning the first research question
  • 2.2.2 Theoretical propositions concerning the second research question:
  • 2.2.3 Theoretical propositions concerning the third research question
  • 2.3 Collecting verbal data on test-taking processes
  • 2.4 Qualitative data analysis
  • 3. Results of qualitative data analysis: Coding verbal reports for cognitive processes and strategy use
  • 3.1 Central categories of the coding scheme: Recall propositions
  • 3.2 Central categories of the coding scheme: Generate inferences
  • 3.3 Central categories of the coding scheme: Employ test-taking strategies.
  • 4. Discussion of research results
  • 5. Conclusions and Implications
  • References
  • About the Authors
  • Index.

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