Jörg-U. Keßler
List of John Benjamins publications in which Jörg-U. Keßler is involved.
Book series
ISSN 2210-6480
Titles
Teachability and Learnability across Languages
Edited by Ragnar Arntzen, Gisela Håkansson, Arnstein Hjelde and Jörg-U. Keßler
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… read more[Processability Approaches to Language Acquisition Research & Teaching, 6] 2019. vii, 263 pp.
Developing, Modelling and Assessing Second Languages
Edited by Jörg-U. Keßler, Anke Lenzing and Mathias Liebner
This edited volume brings together the work of a number of researchers working in the framework of Processability Theory (PT), a psycholinguistic theory of second language acquisition (SLA) (Pienemann 1998; 2005). The aim of the volume is two-fold: It engages with current issues in both theory… read more[Processability Approaches to Language Acquisition Research & Teaching, 5] 2016. xviii, 244 pp. | open access
Studying Processability Theory: An Introductory Textbook
Edited by Manfred Pienemann and Jörg-U. Keßler
Processability Theory (PT) as developed by Manfred Pienemann is a prominent theory of second language acquisition. PT serves as a framework for a wide range of research covering issues, including L2 processing, interlanguage variation, typological effects on SLA, L1 transfer, pidgins and creoles,… read more[Processability Approaches to Language Acquisition Research & Teaching, 1] 2011. xi, 179 pp.
2019 Introduction Teachability and Learnability across Languages, Arntzen, Ragnar, Gisela Håkansson, Arnstein Hjelde and Jörg-U. Keßler (eds.), pp. 1–6 | Chapter
2019 Chapter 1. Research timeline. The role of instruction: Teachability and processability Teachability and Learnability across Languages, Arntzen, Ragnar, Gisela Håkansson, Arnstein Hjelde and Jörg-U. Keßler (eds.), pp. 9–26 | Chapter
This chapter presents an overview of studies that have dealt with the role of instruction, and more particularly, its possible effect on altering the route of second language acquisition (SLA). In SLA, some have argued that the effects of instruction are limited, in that instruction will promote… read more
2016 Diagnosing L2-English in the communicative EFL Classroom: A task-based approach to individual and developmentally moderated focus on form in a meaning-focused setting Developing, Modelling and Assessing Second Languages, Keßler, Jörg-U., Anke Lenzing and Mathias Liebner (eds.), pp. 193–206 | Article
In this paper, we outline a solution to the problem that teachers for students in heterogeneous EFL classrooms need to provide lessons that enable language acquisition at different levels (here: stages of the PT Hierarchy). Therefore, we describe a learner- and learning-centred application of… read more
2016 Testing the Developmentally Moderated Transfer Hypothesis: The initial state and the role of the L2 in L3 acquisition* Developing, Modelling and Assessing Second Languages, Keßler, Jörg-U., Anke Lenzing and Mathias Liebner (eds.), pp. 79–98 | Article
This paper focuses on one specific aspect of the Developmentally Moderated Transfer Hypothesis (Pienemann et al. 2005), namely the role of the L2 in L3 acquisition. The research presented in this paper was prompted by the L2 transfer hypothesis put forward by Bohnacker (2006) and Bardel and Falk… read more
2015 Chapter 9. PT meets CA: Second Language Research at the Crossroads Theoretical and Methodological Developments in Processability Theory, Baten, Kristof, Aafke Buyl, Katja Lochtman and Mieke Van Herreweghe (eds.), pp. 177–204 | Article
In this chapter we combine two distinct perspectives on second language research and foreign language learning. On the one hand we make use of the socio-interactional perspective of Conversation Analysis for Second Language Acquisition (CA for SLA) (Schwab 2011), and on the other hand we apply the… read more
2011 Research methodology: How do we know about developmental schedules? Studying Processability Theory: An Introductory Textbook, Pienemann, Manfred and Jörg-U. Keßler (eds.), pp. 84–96 | Article
PT-based studies make testable claims about language acquisition. Any study of language acquisition that makes testable claims needs to be based on observations of the acquisition process. One major method of observation (used both in research on child language as well as second language… read more
2011 Diagnosing L2 development: Rapid Profile Studying Processability Theory: An Introductory Textbook, Pienemann, Manfred and Jörg-U. Keßler (eds.), pp. 133–148 | Article
This chapter introduces one of the key applications of Processability Theory. Diagnosing L2 development is equally important for SLA research and for language teaching. We will provide an overview of profile analyses and describe Rapid Profile, a diagnostic tool based on PT, offers a quick, valid… read more
2011 Teaching Studying Processability Theory: An Introductory Textbook, Pienemann, Manfred and Jörg-U. Keßler (eds.), pp. 149–156 | Article
In this chapter one of the key components of Processability Theory for classroom applications is introduced: Teaching a foreign language is constrained by the PT hierarchy. This has been known as the “Teachability Hypothesis” introduced by Pienemann in 1984. This chapter summarizes the Teachability… read more