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In:Widening Contexts for Processability Theory: Theories and issues
Edited by Anke Lenzing, Howard Nicholas and Jana Roos
[Processability Approaches to Language Acquisition Research & Teaching 7] 2019
► pp. 157–184

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Chapter 7
Using the Multiplicity framework to reposition and reframe the Hypothesis Space

Published online: 28 November 2019
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https://doi.org/10.1075/palart.7.07nic
In this chapter we explore how the Multiplicity framework of the communicative repertoire offers ways to expand understandings of Hypothesis Space and widens insights into the process of second language acquisition currently offered by PT. We focus on the potential of the Multiplicity framework for capturing and explaining variation in learners’ communicative acts that occur in response to varied pressures in moments of communication. We suggest that these insights offer a different means of connecting the Hypothesis Space with learners’ acquisition trajectories. seek to embrace both the concept of shared developmental stages that has been the centrepiece of PT to date and relate features of development to variation within moments of interaction.
Article outline
  • 1.Introduction: Processability Theory, Multiplicity and variation
  • 2.Sociolinguistic issues and PT: A historical account
  • 3.The Multiplicity framework of the communicative repertoire
    • 3.1Introducing Multiplicity
      • 3.1.1Modes
      • 3.1.2Mediations
      • 3.1.3Varieties
      • 3.1.4Purposes
    • 3.2Multiplicity and acquisition
  • 4.Existential constructions
  • 5.The Multiplicity Framework applied to the acquisition of ‘there’ existentials
  • 6.The potential of an expanded view of Hypothesis Space
  • Notes
  • References
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Cited by (1)

Cited by one other publication

Nicholas, Howard, Manfred Pienemann & Anke Lenzing
2022. Teacher decision-making, dynamical systems and processability theory. Instructed Second Language Acquisition 6:2 ► pp. 219 ff. DOI logo

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