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Teachability and Learnability across Languages
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
Published online on 20 May 2019
Published online on 20 May 2019
© John Benjamins
Table of Contents
- IntroductionRagnar Arntzen, Gisela Håkansson, Arnstein Hjelde and Jörg-U. Keßler | pp. 1–6
- Part I. Teachability and learnability
- Chapter 1. Research timeline. The role of instruction: Teachability and processabilityKristof Baten and Jörg-U. Keßler | pp. 9–26
- Chapter 2. How much English do children know before they are exposed to instruction? Applying Processability Theory to receptive grammarGisela Håkansson | pp. 27–49
- Chapter 3. Morpho-syntactic development in the input: A study of second language learning textbooksAnna Flyman Mattsson | pp. 51–70
- Chapter 4. Are speech and writing teachable? Re-examining developmental constraints on pedagogyBronwen Dyson | pp. 71–93
- Part II. Methods and assessment
- Chapter 5. The elicitation of oral language production data: An exploration of the Elicited Imitation TaskKristof Baten | pp. 97–118
- Chapter 6. Elicited imitation as a diagnostic tool of morpho-syntactic processingJacopo Saturno | pp. 119–136
- Chapter 7. Grammatical accuracy and complexity in a speaking proficiency testAnders Agebjörn | pp. 137–159
- Part III. Cross-linguistic aspects of SLA
- Chapter 8. Acquisition of nominal morphology in Norwegian L2: Trends and tendenciesLinda Evenstad Emilsen | pp. 163–181
- Chapter 9. Interlingual versus intralingual tendencies in second language acquisition: Expressing motion events in English, Hungarian and JapaneseMiho Mano, Yuko Yoshinari and Kiyoko Eguchi | pp. 183–204
- Chapter 10. The acquisition of Turkish (genitive-)possessive structures by adult Norwegian learnersEmel Türker-van der Heiden and Gözde Mercan | pp. 205–234
- Closing chapter: Opening new perspectives
- Chapter 11. Heritage language development and the promise of Processability TheorySilvina Montrul | pp. 237–259
- Index | pp. 261–263
Cited by (4)
Cited by four other publications
Gagné, Nancy & Anna Joan Casademont
2025. Crosslinguistic influences and L3/Ln teaching. In Applying Corpora in Teaching and Learning Romance Languages [Studies in Corpus Linguistics, 122], ► pp. 89 ff.
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.
Keßler, Jörg‐U. & Anke Lenzing
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