In:Teachability and Learnability across Languages
Edited by Ragnar Arntzen, Gisela Håkansson, Arnstein Hjelde and Jörg-U. Keßler
[Processability Approaches to Language Acquisition Research & Teaching 6] 2019
► pp. v–vii
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Published online: 6 June 2019
https://doi.org/10.1075/palart.6.toc
https://doi.org/10.1075/palart.6.toc
Table of contents
Introduction1
Ragnar Arntzen
Gisela Håkansson
Arnstein Hjelde
Jörg-U. Keßler
Part I.Teachability and learnability
Chapter 1.Research timeline. The role of instruction: Teachability and processability9
Kristof Baten
Jörg-U. Keßler
Chapter 2.How much English do children know before they are exposed to instruction? Applying Processability Theory to Receptive Grammar27
Gisela Håkansson
Chapter 3.Morpho-syntactic development in the input: A study of second language learning textbooks51
Anna Flyman Mattsson
Chapter 4.Are speech and writing teachable? Re-examining developmental constraints on pedagogy71
Bronwen Dyson
Part II.Methods and assessment
Chapter 5.The elicitation of oral language production data: An exploration of the Elicited Imitation Task97
Kristof Baten
Chapter 6.Elicited imitation as a diagnostic tool of morpho-syntactic processing119
Jacopo Saturno
Chapter 7.Grammatical accuracy and complexity in a speaking proficiency test137
Anders Agebjörn
Part III.Cross-linguistic aspects of SLA
Chapter 8.Acquisition of nominal morphology in Norwegian L2 – Trends and tendencies163
Linda E. Emilsen
Chapter 9.Interlingual versus intralingual tendencies in second language acquisition: Expressing motion events in English, Hungarian and Japanese183
Miho Mano
Yuko Yoshinari
Kiyoko Eguchi
Chapter 10.The acquisition of Turkish (genitive-)possessive structures by adult Norwegian learners205
Emel Türker-van der Heiden
Gözde Mercan
Closing chapter: Opening new perspectives
Chapter 11.Heritage language development and the promise of Processability Theory237
Silvina Montrul
