In:Theoretical and Methodological Developments in Processability Theory
Edited by Kristof Baten, Aafke Buyl, Katja Lochtman and Mieke Van Herreweghe
[Processability Approaches to Language Acquisition Research & Teaching 4] 2015
► pp. 205–238
Chapter 10. Instructing Stages of Processability Theory in L2 Spanish
Next or Next + 1?
Published online: 11 December 2015
https://doi.org/10.1075/palart.4.10bon
https://doi.org/10.1075/palart.4.10bon
This study addresses two key issues in language acquisition research and teaching: the developmental patterns that learners go through when acquiring a language, and how we can tailor instruction in the classroom to these patterns. These issues are taken up in this study by matching the theoretical stages of language acquisition from the framework of Processability Theory [PT] to targeted instruction to beginning classroom learners of Spanish on subsequent PT stages. Overall, the results offer further cross-linguistic support for the PT hierarchy itself, while suggesting that instruction can be effective when targeting stages past the next developmental stage.
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Cited by (5)
Cited by five other publications
Kawaguchi, Satomi, Bruno Di Biase & Yumiko Yamaguchi
2023. Processability Theory, second language learning and teaching in the Asia-Pacific region. In Processability and Language Acquisition in the Asia-Pacific Region [Processability Approaches to Language Acquisition Research & Teaching, 9], ► pp. 1 ff.
Baten, Kristof
2019. Teaching the German case system. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 301 ff.
Dyson, Bronwen
2019. Are speech and writing teachable?. In Teachability and Learnability across Languages [Processability Approaches to Language Acquisition Research & Teaching, 6], ► pp. 71 ff.
Roos, Jana
2019. Exploiting the potential of tasks for targeted language learning in the EFL
classroom. In Widening Contexts for Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 7], ► pp. 285 ff.
[no author supplied]
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