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Article published In: Sociocognitive Approaches to Second Language Pedagogy
Edited by Bronwen Patricia Dyson
[Australian Review of Applied Linguistics 33:3] 2010
► pp. 30.1–30.21

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Learner language analytic methods and pedagogical implications

 | University of Sydney
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Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 1 January 2010
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https://doi.org/10.2104/aral1030
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 provide a more in-depth and wide-ranging account of the ‘onset’ of. English grammar. Having sketched and amplified Processability Theory’s predictions, the paper applies emergence analysis to the longitudinal development of two adolescent ESL learners. As well as exemplifying the rigour of the emergence procedures, the results show overall support for the more comprehensive predictions. The paper concludes that learner language analysis does not have a deficit emphasis on transition to the target language, as claimed by Firth and Wagner (1997, 2007). Indeed, such methods have a role in assessing developmental readiness in a learner-oriented approach to grammar teaching.
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