Developing, modelling and assessing second languages:
Gespeichert in:
| Weitere beteiligte Personen: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Amsterdam ; Philadelphia
John Benjamins Publishing Company
[2016]
|
| Schriftenreihe: | Processability approaches to language acquisition research & teaching (PALART)
volume 5 |
| Schlagwörter: | |
| Links: | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1268227 |
| Abstract: | 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 development and theory application and focuses on theoretical developments within the framework of PT as well as issues related to second language teaching and assessment. In coordinating approaches to addressing both theoretical and applied aspects of SLA, this volume aims at bridging the gap between theory and practice. It also reflects the richness of debate within the field of PT-based research. The volume is intended for postgraduate students, SLA researchers as well as language teachers |
| Umfang: | 1 Online-Ressource (xviii, 244 Seiten) illustrations (some color) |
| ISBN: | 9027267197 9789027267191 |
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| 490 | 1 | |a Processability approaches to language acquisition research & teaching (PALART) |v volume 5 | |
| 505 | 8 | |a Intro -- Developing, Modelling and Assessing Second Languages -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Modelling and assessing second language acquisition -- References -- About this book -- References -- Part I: Theory Development -- The development of argument structure in the initial L2 mental grammatical system -- 1. Introduction -- 2. Argument structure in LFG -- 3. Mapping processes in PT -- 4. The Multiple Constraints Hypothesis -- 5. The study & research design -- 6. Analysis -- 7. Results -- 7.1 Grade 3 -- Developmental stages -- 7.2 Argument structure grade 3 -- questions -- 7.3 Results statements grade 3 -- 7.4 Results grade 4 -- developmental stages -- 7.5 Questions grade 4 -- 7.6 Results grade 4 statements -- 8. Comparison results grade 3 -- grade 4 -- 9. Conclusion -- References -- Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers -- 1. Introduction -- 2. Vocabulary size and language acquisition -- 3. Processability Theory (PT) and its hypotheses -- 4. The discourse functions hypothesis and development of Y/N and Wh-questions -- 5. The Lexical Mapping Hypothesis -- 6. Study -- 6.1 Informants -- 6.2 Procedure -- 6.3 Tasks -- 7. Results -- 7.1 Vocabulary size test -- 7.2 Profiling task: Question sentence constructions -- 7.2.1 Low vocabulary size informants -- 7.2.2 Mid vocabulary size informants -- 7.2.3 High vocabulary size informants -- 7.3 Translation task: Argument-Grammatical function mapping -- 7.3.1 Default mapping -- 7.3.2 Lexically non-default mapping -- 7.3.3 Structurally non-default mapping -- 8. Discussion -- 8.1 Relationship between vocabulary size and acquisition of question construction -- 8.2 Relationship between vocabulary size and acquisition of argument mapping -- 9. Conclusion -- Acknowledgment -- References | |
| 505 | 8 | |a 2. Testing based on the CEFR -- A psychometric approach -- 2.1 Critique as regards psychometric testing and the CEFR -- 3. Assessing interlanguage development with rapid profile and autoprofiling -- 3.1 The emergence criterion in rapid profile and autoprofiling -- 4. The study -- 4.1 Aims and research questions -- 4.2 Data and methodology -- 4.3 Results -- 4.4 Discussion -- 5. Conclusion -- References -- Appendix -- Assessing linguistic levels of L2 English in primary school programs -- 1. Introduction -- 2. Child data studies within the PT framework -- 3. The study -- 3.1 Research questions -- 3.2 Schools -- 3.2.1 School A -- 3.2.2 School B -- 3.2.3 School C -- 3.3 Participants -- 3.4 Method -- 3.4.1 Data elicitation -- 3.4.2 Communicative tasks -- 3.4.2.1 Structured Interview. The first task was a structured interview task. Through this task, the participant got to know the interviewers better and an atmosphere of trust was created to alleviate anxiety associated with testing. First, the participan -- 3.4.2.2 Picture Difference Task. The structured interview was followed by a picture difference-task: the learner received a picture which corresponded to the picture of the interviewer but lacked a number of elements, such as a sun, a big girl or two bird -- 3.4.2.3 Storytelling/Story Completion Task. The next task consisted of a picture story about a platypus that escapes from the zoo. A boy, on finding the platypus, wonders where the animal might have come from, and finally returns it to the zoo. The parti -- 3.4.2.4 Habitual Action Task. The final part of the test was a habitual action task. Again, a number of pictures were given to the learner. This time, however, a typical day in the life of a young girl was illustrated. It was the participant's task to des -- 3.4.3 Data analysis -- 4. Results -- 4.1 Stages -- 4.1.1 School A -- 4.1.2 School B. | |
| 505 | 8 | |a 4. Discussion of research results -- 5. Conclusions and Implications -- References -- About the Authors -- Index | |
| 505 | 8 | |a 4.1.3 School C -- 4.2 Comparison among grades -- 4.2.1 Comparison of Grade 1 Groups -- 4.2.2 Comparison of Grade 3 Groups -- 4.2.3 Comparison of Grade 4 Groups -- 4.2.4 Longitudinal Development -- 4.3 Factors affecting L2 development -- 4.4 Communicative tasks -- 4.4.1 Sufficient elicitation of structures (cancel inversion) -- 4.4.2 Motivating tasks -- 4.4.3 Comprehensibility -- 4.5 Discussion -- 4.5.1 Results of the study -- 4.5.2 Factors affecting L2 competence -- 4.5.3 Suitability of PT for profiling IM learners -- 4.5.4 Suitability of communicative tasks -- 5. Conclusion and future implications -- References -- Diagnosing L2-English in the communicative EFL Classroom -- 1. Introduction -- 2. Profile Analysis with Rapid Profile -- 3. Task-based Language Teaching within the teaching unit -- 4. Podcasts in the EFL classroom -- 5. The Teaching Unit -- Individual treatment on a diagnostic basis -- 5.1 The diagnosis -- 5.2 Individual Treatment -- 6. Conclusion -- References -- The cognitive processes elicited by L2 listening test tasks -- A validation study -- 1. Introduction -- 2. Methods -- 2.1 Integrating qualitative and quantitative data in a mixed methods approach -- 2.2 Conceptual framework: Theoretical propositions -- 2.2.1 Theoretical propositions concerning the first research question -- 2.2.2 Theoretical propositions concerning the second research question: -- 2.2.3 Theoretical propositions concerning the third research question -- 2.3 Collecting verbal data on test-taking processes -- 2.4 Qualitative data analysis -- 3. Results of qualitative data analysis: Coding verbal reports for cognitive processes and strategy use -- 3.1 Central categories of the coding scheme: Recall propositions -- 3.2 Central categories of the coding scheme: Generate inferences -- 3.3 Central categories of the coding scheme: Employ test-taking strategies | |
| 505 | 8 | |a Appendix -- Processability Theory and language development in children with Specific Language Impairment -- 1. Introduction -- 2. Earlier research -- 2.1 What is the problem -- representation or processing? -- 2.2 Are there specific structures that are likely to be affected? -- 3. A study on Swedish children with SLI -- 3.1 Grammatical structures in Swedish -- 3.2 Material and methods -- 4. Results -- 5. Discussion -- 6. Conclusion -- References -- Testing the Developmentally Moderated Transfer Hypothesis -- 1. Developmental Moderation of Transfer and L2 Transfer in L3 Acquisition -- 1.1 The Developmentally Moderated Transfer Hypothesis -- 1.2 Håkansson Pienemann & Sayehli (2002) -- 1.3 Bohnacker (2006) and Pienemann & Håkansson's (2007) reply -- 1.4 Bardel & Falk (2007) -- 1.5 Bardel and Falk's study -- 2. The PALU study: Minimal exposure to the L2 -- 2.1 Research design -- 2.2 Results -- 2.3 Summary and discussion -- References -- Part II: Theory Assessment -- The 'tense' issue -- 1. Introduction -- 2. The study -- 2.1 Informants -- 2.2 Data collection -- 3. Data analysis and results -- 4. Discussion -- 5. Conclusion -- 6. Acknowledgement -- References -- Acquisition as a gradual process -- 1. Introduction -- 2. Language teaching and developmental readiness -- 3. Task-based interaction in the classroom -- 4. Task-based language teaching and Focus on Form -- 5. Tasks with a Developmentally Moderated Focus on Form -- 6. Using tasks with a Developmentally Moderated Focus on Form in the EFL classroom -- 6.1 Using tasks with a Developmentally Moderated Focus on Form-Plural-s -- 6.2 Using tasks with a Developmentally Moderated Focus on Form- 3rd Person Singular -s -- 7. Summary -- References -- Psychometric approaches to language testing and linguistic profiling -- A complementary relationship? -- 1. Introduction | |
| 520 | 3 | |a 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 development and theory application and focuses on theoretical developments within the framework of PT as well as issues related to second language teaching and assessment. In coordinating approaches to addressing both theoretical and applied aspects of SLA, this volume aims at bridging the gap between theory and practice. It also reflects the richness of debate within the field of PT-based research. The volume is intended for postgraduate students, SLA researchers as well as language teachers | |
| 542 | 1 | |f This work is licensed by Knowledge Unlatched under a Creative Commons license |u https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode | |
| 542 | 1 | |f This work is licensed under a Creative Commons license |u https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode | |
| 650 | 4 | |a Language Development | |
| 650 | 4 | |a Psycholinguistics | |
| 650 | 4 | |a Interlangue (Apprentissage des langues) | |
| 650 | 7 | |a Langage et langues |2 Étude et enseignement | |
| 650 | 7 | |a Langage |2 Acquisition | |
| 650 | 7 | |a Langue seconde |2 Acquisition | |
| 650 | 4 | |a Psycholinguistique | |
| 650 | 4 | |a Recherche multilingue d'information | |
| 650 | 4 | |a Bilingualism | |
| 650 | 4 | |a Cross-language information retrieval | |
| 650 | 4 | |a Interlanguage (Language learning) | |
| 650 | 4 | |a Language acquisition | |
| 650 | 4 | |a Language acquisition | |
| 650 | 7 | |a Language and languages |2 Study and teaching | |
| 650 | 7 | |a LANGUAGE ARTS & DISCIPLINES |2 General | |
| 650 | 4 | |a psycholinguistics | |
| 650 | 4 | |a Psycholinguistics | |
| 650 | 7 | |a Second language acquisition |2 Study and teaching | |
| 650 | 4 | |a Bilingualism | |
| 650 | 4 | |a Cross-language information retrieval | |
| 650 | 4 | |a Interlanguage (Language learning) | |
| 650 | 4 | |a Language acquisition | |
| 650 | 4 | |a Language and languages |x Study and teaching | |
| 650 | 4 | |a Psycholinguistics | |
| 650 | 4 | |a Second language acquisition |x Study and teaching | |
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| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |t Developing, modelling and assessing second languages |d Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] |z 9789027203052 |
| 830 | 0 | |a Processability approaches to language acquisition research & teaching (PALART) |v volume 5 |w (DE-604)BV048286031 |9 5 | |
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| contents | Intro -- Developing, Modelling and Assessing Second Languages -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Modelling and assessing second language acquisition -- References -- About this book -- References -- Part I: Theory Development -- The development of argument structure in the initial L2 mental grammatical system -- 1. Introduction -- 2. Argument structure in LFG -- 3. Mapping processes in PT -- 4. The Multiple Constraints Hypothesis -- 5. The study & research design -- 6. Analysis -- 7. Results -- 7.1 Grade 3 -- Developmental stages -- 7.2 Argument structure grade 3 -- questions -- 7.3 Results statements grade 3 -- 7.4 Results grade 4 -- developmental stages -- 7.5 Questions grade 4 -- 7.6 Results grade 4 statements -- 8. Comparison results grade 3 -- grade 4 -- 9. Conclusion -- References -- Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers -- 1. Introduction -- 2. Vocabulary size and language acquisition -- 3. Processability Theory (PT) and its hypotheses -- 4. The discourse functions hypothesis and development of Y/N and Wh-questions -- 5. The Lexical Mapping Hypothesis -- 6. Study -- 6.1 Informants -- 6.2 Procedure -- 6.3 Tasks -- 7. Results -- 7.1 Vocabulary size test -- 7.2 Profiling task: Question sentence constructions -- 7.2.1 Low vocabulary size informants -- 7.2.2 Mid vocabulary size informants -- 7.2.3 High vocabulary size informants -- 7.3 Translation task: Argument-Grammatical function mapping -- 7.3.1 Default mapping -- 7.3.2 Lexically non-default mapping -- 7.3.3 Structurally non-default mapping -- 8. Discussion -- 8.1 Relationship between vocabulary size and acquisition of question construction -- 8.2 Relationship between vocabulary size and acquisition of argument mapping -- 9. Conclusion -- Acknowledgment -- References 2. Testing based on the CEFR -- A psychometric approach -- 2.1 Critique as regards psychometric testing and the CEFR -- 3. Assessing interlanguage development with rapid profile and autoprofiling -- 3.1 The emergence criterion in rapid profile and autoprofiling -- 4. The study -- 4.1 Aims and research questions -- 4.2 Data and methodology -- 4.3 Results -- 4.4 Discussion -- 5. Conclusion -- References -- Appendix -- Assessing linguistic levels of L2 English in primary school programs -- 1. Introduction -- 2. Child data studies within the PT framework -- 3. The study -- 3.1 Research questions -- 3.2 Schools -- 3.2.1 School A -- 3.2.2 School B -- 3.2.3 School C -- 3.3 Participants -- 3.4 Method -- 3.4.1 Data elicitation -- 3.4.2 Communicative tasks -- 3.4.2.1 Structured Interview. The first task was a structured interview task. Through this task, the participant got to know the interviewers better and an atmosphere of trust was created to alleviate anxiety associated with testing. First, the participan -- 3.4.2.2 Picture Difference Task. The structured interview was followed by a picture difference-task: the learner received a picture which corresponded to the picture of the interviewer but lacked a number of elements, such as a sun, a big girl or two bird -- 3.4.2.3 Storytelling/Story Completion Task. The next task consisted of a picture story about a platypus that escapes from the zoo. A boy, on finding the platypus, wonders where the animal might have come from, and finally returns it to the zoo. The parti -- 3.4.2.4 Habitual Action Task. The final part of the test was a habitual action task. Again, a number of pictures were given to the learner. This time, however, a typical day in the life of a young girl was illustrated. It was the participant's task to des -- 3.4.3 Data analysis -- 4. Results -- 4.1 Stages -- 4.1.1 School A -- 4.1.2 School B. 4. Discussion of research results -- 5. Conclusions and Implications -- References -- About the Authors -- Index 4.1.3 School C -- 4.2 Comparison among grades -- 4.2.1 Comparison of Grade 1 Groups -- 4.2.2 Comparison of Grade 3 Groups -- 4.2.3 Comparison of Grade 4 Groups -- 4.2.4 Longitudinal Development -- 4.3 Factors affecting L2 development -- 4.4 Communicative tasks -- 4.4.1 Sufficient elicitation of structures (cancel inversion) -- 4.4.2 Motivating tasks -- 4.4.3 Comprehensibility -- 4.5 Discussion -- 4.5.1 Results of the study -- 4.5.2 Factors affecting L2 competence -- 4.5.3 Suitability of PT for profiling IM learners -- 4.5.4 Suitability of communicative tasks -- 5. Conclusion and future implications -- References -- Diagnosing L2-English in the communicative EFL Classroom -- 1. Introduction -- 2. Profile Analysis with Rapid Profile -- 3. Task-based Language Teaching within the teaching unit -- 4. Podcasts in the EFL classroom -- 5. The Teaching Unit -- Individual treatment on a diagnostic basis -- 5.1 The diagnosis -- 5.2 Individual Treatment -- 6. Conclusion -- References -- The cognitive processes elicited by L2 listening test tasks -- A validation study -- 1. Introduction -- 2. Methods -- 2.1 Integrating qualitative and quantitative data in a mixed methods approach -- 2.2 Conceptual framework: Theoretical propositions -- 2.2.1 Theoretical propositions concerning the first research question -- 2.2.2 Theoretical propositions concerning the second research question: -- 2.2.3 Theoretical propositions concerning the third research question -- 2.3 Collecting verbal data on test-taking processes -- 2.4 Qualitative data analysis -- 3. Results of qualitative data analysis: Coding verbal reports for cognitive processes and strategy use -- 3.1 Central categories of the coding scheme: Recall propositions -- 3.2 Central categories of the coding scheme: Generate inferences -- 3.3 Central categories of the coding scheme: Employ test-taking strategies Appendix -- Processability Theory and language development in children with Specific Language Impairment -- 1. Introduction -- 2. Earlier research -- 2.1 What is the problem -- representation or processing? -- 2.2 Are there specific structures that are likely to be affected? -- 3. A study on Swedish children with SLI -- 3.1 Grammatical structures in Swedish -- 3.2 Material and methods -- 4. Results -- 5. Discussion -- 6. Conclusion -- References -- Testing the Developmentally Moderated Transfer Hypothesis -- 1. Developmental Moderation of Transfer and L2 Transfer in L3 Acquisition -- 1.1 The Developmentally Moderated Transfer Hypothesis -- 1.2 Håkansson Pienemann & Sayehli (2002) -- 1.3 Bohnacker (2006) and Pienemann & Håkansson's (2007) reply -- 1.4 Bardel & Falk (2007) -- 1.5 Bardel and Falk's study -- 2. The PALU study: Minimal exposure to the L2 -- 2.1 Research design -- 2.2 Results -- 2.3 Summary and discussion -- References -- Part II: Theory Assessment -- The 'tense' issue -- 1. Introduction -- 2. The study -- 2.1 Informants -- 2.2 Data collection -- 3. Data analysis and results -- 4. Discussion -- 5. Conclusion -- 6. Acknowledgement -- References -- Acquisition as a gradual process -- 1. Introduction -- 2. Language teaching and developmental readiness -- 3. Task-based interaction in the classroom -- 4. Task-based language teaching and Focus on Form -- 5. Tasks with a Developmentally Moderated Focus on Form -- 6. Using tasks with a Developmentally Moderated Focus on Form in the EFL classroom -- 6.1 Using tasks with a Developmentally Moderated Focus on Form-Plural-s -- 6.2 Using tasks with a Developmentally Moderated Focus on Form- 3rd Person Singular -s -- 7. Summary -- References -- Psychometric approaches to language testing and linguistic profiling -- A complementary relationship? -- 1. Introduction |
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| discipline | Sprachwissenschaft Literaturwissenschaft |
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The study -- 4.1 Aims and research questions -- 4.2 Data and methodology -- 4.3 Results -- 4.4 Discussion -- 5. Conclusion -- References -- Appendix -- Assessing linguistic levels of L2 English in primary school programs -- 1. Introduction -- 2. Child data studies within the PT framework -- 3. The study -- 3.1 Research questions -- 3.2 Schools -- 3.2.1 School A -- 3.2.2 School B -- 3.2.3 School C -- 3.3 Participants -- 3.4 Method -- 3.4.1 Data elicitation -- 3.4.2 Communicative tasks -- 3.4.2.1 Structured Interview. The first task was a structured interview task. Through this task, the participant got to know the interviewers better and an atmosphere of trust was created to alleviate anxiety associated with testing. First, the participan -- 3.4.2.2 Picture Difference Task. The structured interview was followed by a picture difference-task: the learner received a picture which corresponded to the picture of the interviewer but lacked a number of elements, such as a sun, a big girl or two bird -- 3.4.2.3 Storytelling/Story Completion Task. The next task consisted of a picture story about a platypus that escapes from the zoo. A boy, on finding the platypus, wonders where the animal might have come from, and finally returns it to the zoo. The parti -- 3.4.2.4 Habitual Action Task. The final part of the test was a habitual action task. Again, a number of pictures were given to the learner. This time, however, a typical day in the life of a young girl was illustrated. It was the participant's task to des -- 3.4.3 Data analysis -- 4. Results -- 4.1 Stages -- 4.1.1 School A -- 4.1.2 School B.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">4. Discussion of research results -- 5. Conclusions and Implications -- References -- About the Authors -- Index</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">4.1.3 School C -- 4.2 Comparison among grades -- 4.2.1 Comparison of Grade 1 Groups -- 4.2.2 Comparison of Grade 3 Groups -- 4.2.3 Comparison of Grade 4 Groups -- 4.2.4 Longitudinal Development -- 4.3 Factors affecting L2 development -- 4.4 Communicative tasks -- 4.4.1 Sufficient elicitation of structures (cancel inversion) -- 4.4.2 Motivating tasks -- 4.4.3 Comprehensibility -- 4.5 Discussion -- 4.5.1 Results of the study -- 4.5.2 Factors affecting L2 competence -- 4.5.3 Suitability of PT for profiling IM learners -- 4.5.4 Suitability of communicative tasks -- 5. Conclusion and future implications -- References -- Diagnosing L2-English in the communicative EFL Classroom -- 1. Introduction -- 2. Profile Analysis with Rapid Profile -- 3. Task-based Language Teaching within the teaching unit -- 4. Podcasts in the EFL classroom -- 5. The Teaching Unit -- Individual treatment on a diagnostic basis -- 5.1 The diagnosis -- 5.2 Individual Treatment -- 6. Conclusion -- References -- The cognitive processes elicited by L2 listening test tasks -- A validation study -- 1. Introduction -- 2. Methods -- 2.1 Integrating qualitative and quantitative data in a mixed methods approach -- 2.2 Conceptual framework: Theoretical propositions -- 2.2.1 Theoretical propositions concerning the first research question -- 2.2.2 Theoretical propositions concerning the second research question: -- 2.2.3 Theoretical propositions concerning the third research question -- 2.3 Collecting verbal data on test-taking processes -- 2.4 Qualitative data analysis -- 3. Results of qualitative data analysis: Coding verbal reports for cognitive processes and strategy use -- 3.1 Central categories of the coding scheme: Recall propositions -- 3.2 Central categories of the coding scheme: Generate inferences -- 3.3 Central categories of the coding scheme: Employ test-taking strategies</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Appendix -- Processability Theory and language development in children with Specific Language Impairment -- 1. Introduction -- 2. Earlier research -- 2.1 What is the problem -- representation or processing? -- 2.2 Are there specific structures that are likely to be affected? -- 3. A study on Swedish children with SLI -- 3.1 Grammatical structures in Swedish -- 3.2 Material and methods -- 4. Results -- 5. Discussion -- 6. Conclusion -- References -- Testing the Developmentally Moderated Transfer Hypothesis -- 1. Developmental Moderation of Transfer and L2 Transfer in L3 Acquisition -- 1.1 The Developmentally Moderated Transfer Hypothesis -- 1.2 Håkansson Pienemann & Sayehli (2002) -- 1.3 Bohnacker (2006) and Pienemann & Håkansson's (2007) reply -- 1.4 Bardel & Falk (2007) -- 1.5 Bardel and Falk's study -- 2. The PALU study: Minimal exposure to the L2 -- 2.1 Research design -- 2.2 Results -- 2.3 Summary and discussion -- References -- Part II: Theory Assessment -- The 'tense' issue -- 1. Introduction -- 2. The study -- 2.1 Informants -- 2.2 Data collection -- 3. Data analysis and results -- 4. Discussion -- 5. Conclusion -- 6. Acknowledgement -- References -- Acquisition as a gradual process -- 1. Introduction -- 2. Language teaching and developmental readiness -- 3. Task-based interaction in the classroom -- 4. Task-based language teaching and Focus on Form -- 5. Tasks with a Developmentally Moderated Focus on Form -- 6. Using tasks with a Developmentally Moderated Focus on Form in the EFL classroom -- 6.1 Using tasks with a Developmentally Moderated Focus on Form-Plural-s -- 6.2 Using tasks with a Developmentally Moderated Focus on Form- 3rd Person Singular -s -- 7. Summary -- References -- Psychometric approaches to language testing and linguistic profiling -- A complementary relationship? -- 1. Introduction</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">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 development and theory application and focuses on theoretical developments within the framework of PT as well as issues related to second language teaching and assessment. In coordinating approaches to addressing both theoretical and applied aspects of SLA, this volume aims at bridging the gap between theory and practice. It also reflects the richness of debate within the field of PT-based research. The volume is intended for postgraduate students, SLA researchers as well as language teachers</subfield></datafield><datafield tag="542" ind1="1" ind2=" "><subfield code="f">This work is licensed by Knowledge Unlatched under a Creative Commons license</subfield><subfield code="u">https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode</subfield></datafield><datafield tag="542" ind1="1" ind2=" "><subfield code="f">This work is licensed under a Creative Commons license</subfield><subfield code="u">https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Language Development</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Psycholinguistics</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Interlangue (Apprentissage des langues)</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Langage et 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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV048278431 |
| illustrated | Illustrated |
| indexdate | 2025-03-10T17:00:57Z |
| institution | BVB |
| isbn | 9027267197 9789027267191 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033658597 |
| oclc_num | 945072190 |
| open_access_boolean | 1 |
| owner | DE-355 DE-BY-UBR |
| owner_facet | DE-355 DE-BY-UBR |
| physical | 1 Online-Ressource (xviii, 244 Seiten) illustrations (some color) |
| psigel | ZDB-4-EOAC |
| publishDate | 2016 |
| publishDateSearch | 2016 |
| publishDateSort | 2016 |
| publisher | John Benjamins Publishing Company |
| record_format | marc |
| series | Processability approaches to language acquisition research & teaching (PALART) |
| series2 | Processability approaches to language acquisition research & teaching (PALART) |
| spelling | Developing, modelling and assessing second languages edited by Jörg-U. Kessler ; Anke Lenzing ; Mathias Liebner Amsterdam ; Philadelphia John Benjamins Publishing Company [2016] 1 Online-Ressource (xviii, 244 Seiten) illustrations (some color) txt rdacontent c rdamedia cr rdacarrier Processability approaches to language acquisition research & teaching (PALART) volume 5 Intro -- Developing, Modelling and Assessing Second Languages -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Modelling and assessing second language acquisition -- References -- About this book -- References -- Part I: Theory Development -- The development of argument structure in the initial L2 mental grammatical system -- 1. Introduction -- 2. Argument structure in LFG -- 3. Mapping processes in PT -- 4. The Multiple Constraints Hypothesis -- 5. The study & research design -- 6. Analysis -- 7. Results -- 7.1 Grade 3 -- Developmental stages -- 7.2 Argument structure grade 3 -- questions -- 7.3 Results statements grade 3 -- 7.4 Results grade 4 -- developmental stages -- 7.5 Questions grade 4 -- 7.6 Results grade 4 statements -- 8. Comparison results grade 3 -- grade 4 -- 9. Conclusion -- References -- Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers -- 1. Introduction -- 2. Vocabulary size and language acquisition -- 3. Processability Theory (PT) and its hypotheses -- 4. The discourse functions hypothesis and development of Y/N and Wh-questions -- 5. The Lexical Mapping Hypothesis -- 6. Study -- 6.1 Informants -- 6.2 Procedure -- 6.3 Tasks -- 7. Results -- 7.1 Vocabulary size test -- 7.2 Profiling task: Question sentence constructions -- 7.2.1 Low vocabulary size informants -- 7.2.2 Mid vocabulary size informants -- 7.2.3 High vocabulary size informants -- 7.3 Translation task: Argument-Grammatical function mapping -- 7.3.1 Default mapping -- 7.3.2 Lexically non-default mapping -- 7.3.3 Structurally non-default mapping -- 8. Discussion -- 8.1 Relationship between vocabulary size and acquisition of question construction -- 8.2 Relationship between vocabulary size and acquisition of argument mapping -- 9. Conclusion -- Acknowledgment -- References 2. Testing based on the CEFR -- A psychometric approach -- 2.1 Critique as regards psychometric testing and the CEFR -- 3. Assessing interlanguage development with rapid profile and autoprofiling -- 3.1 The emergence criterion in rapid profile and autoprofiling -- 4. The study -- 4.1 Aims and research questions -- 4.2 Data and methodology -- 4.3 Results -- 4.4 Discussion -- 5. Conclusion -- References -- Appendix -- Assessing linguistic levels of L2 English in primary school programs -- 1. Introduction -- 2. Child data studies within the PT framework -- 3. The study -- 3.1 Research questions -- 3.2 Schools -- 3.2.1 School A -- 3.2.2 School B -- 3.2.3 School C -- 3.3 Participants -- 3.4 Method -- 3.4.1 Data elicitation -- 3.4.2 Communicative tasks -- 3.4.2.1 Structured Interview. The first task was a structured interview task. Through this task, the participant got to know the interviewers better and an atmosphere of trust was created to alleviate anxiety associated with testing. First, the participan -- 3.4.2.2 Picture Difference Task. The structured interview was followed by a picture difference-task: the learner received a picture which corresponded to the picture of the interviewer but lacked a number of elements, such as a sun, a big girl or two bird -- 3.4.2.3 Storytelling/Story Completion Task. The next task consisted of a picture story about a platypus that escapes from the zoo. A boy, on finding the platypus, wonders where the animal might have come from, and finally returns it to the zoo. The parti -- 3.4.2.4 Habitual Action Task. The final part of the test was a habitual action task. Again, a number of pictures were given to the learner. This time, however, a typical day in the life of a young girl was illustrated. It was the participant's task to des -- 3.4.3 Data analysis -- 4. Results -- 4.1 Stages -- 4.1.1 School A -- 4.1.2 School B. 4. Discussion of research results -- 5. Conclusions and Implications -- References -- About the Authors -- Index 4.1.3 School C -- 4.2 Comparison among grades -- 4.2.1 Comparison of Grade 1 Groups -- 4.2.2 Comparison of Grade 3 Groups -- 4.2.3 Comparison of Grade 4 Groups -- 4.2.4 Longitudinal Development -- 4.3 Factors affecting L2 development -- 4.4 Communicative tasks -- 4.4.1 Sufficient elicitation of structures (cancel inversion) -- 4.4.2 Motivating tasks -- 4.4.3 Comprehensibility -- 4.5 Discussion -- 4.5.1 Results of the study -- 4.5.2 Factors affecting L2 competence -- 4.5.3 Suitability of PT for profiling IM learners -- 4.5.4 Suitability of communicative tasks -- 5. Conclusion and future implications -- References -- Diagnosing L2-English in the communicative EFL Classroom -- 1. Introduction -- 2. Profile Analysis with Rapid Profile -- 3. Task-based Language Teaching within the teaching unit -- 4. Podcasts in the EFL classroom -- 5. The Teaching Unit -- Individual treatment on a diagnostic basis -- 5.1 The diagnosis -- 5.2 Individual Treatment -- 6. Conclusion -- References -- The cognitive processes elicited by L2 listening test tasks -- A validation study -- 1. Introduction -- 2. Methods -- 2.1 Integrating qualitative and quantitative data in a mixed methods approach -- 2.2 Conceptual framework: Theoretical propositions -- 2.2.1 Theoretical propositions concerning the first research question -- 2.2.2 Theoretical propositions concerning the second research question: -- 2.2.3 Theoretical propositions concerning the third research question -- 2.3 Collecting verbal data on test-taking processes -- 2.4 Qualitative data analysis -- 3. Results of qualitative data analysis: Coding verbal reports for cognitive processes and strategy use -- 3.1 Central categories of the coding scheme: Recall propositions -- 3.2 Central categories of the coding scheme: Generate inferences -- 3.3 Central categories of the coding scheme: Employ test-taking strategies Appendix -- Processability Theory and language development in children with Specific Language Impairment -- 1. Introduction -- 2. Earlier research -- 2.1 What is the problem -- representation or processing? -- 2.2 Are there specific structures that are likely to be affected? -- 3. A study on Swedish children with SLI -- 3.1 Grammatical structures in Swedish -- 3.2 Material and methods -- 4. Results -- 5. Discussion -- 6. Conclusion -- References -- Testing the Developmentally Moderated Transfer Hypothesis -- 1. Developmental Moderation of Transfer and L2 Transfer in L3 Acquisition -- 1.1 The Developmentally Moderated Transfer Hypothesis -- 1.2 Håkansson Pienemann & Sayehli (2002) -- 1.3 Bohnacker (2006) and Pienemann & Håkansson's (2007) reply -- 1.4 Bardel & Falk (2007) -- 1.5 Bardel and Falk's study -- 2. The PALU study: Minimal exposure to the L2 -- 2.1 Research design -- 2.2 Results -- 2.3 Summary and discussion -- References -- Part II: Theory Assessment -- The 'tense' issue -- 1. Introduction -- 2. The study -- 2.1 Informants -- 2.2 Data collection -- 3. Data analysis and results -- 4. Discussion -- 5. Conclusion -- 6. Acknowledgement -- References -- Acquisition as a gradual process -- 1. Introduction -- 2. Language teaching and developmental readiness -- 3. Task-based interaction in the classroom -- 4. Task-based language teaching and Focus on Form -- 5. Tasks with a Developmentally Moderated Focus on Form -- 6. Using tasks with a Developmentally Moderated Focus on Form in the EFL classroom -- 6.1 Using tasks with a Developmentally Moderated Focus on Form-Plural-s -- 6.2 Using tasks with a Developmentally Moderated Focus on Form- 3rd Person Singular -s -- 7. Summary -- References -- Psychometric approaches to language testing and linguistic profiling -- A complementary relationship? -- 1. Introduction 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 development and theory application and focuses on theoretical developments within the framework of PT as well as issues related to second language teaching and assessment. In coordinating approaches to addressing both theoretical and applied aspects of SLA, this volume aims at bridging the gap between theory and practice. It also reflects the richness of debate within the field of PT-based research. The volume is intended for postgraduate students, SLA researchers as well as language teachers This work is licensed by Knowledge Unlatched under a Creative Commons license https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode This work is licensed under a Creative Commons license https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode Language Development Psycholinguistics Interlangue (Apprentissage des langues) Langage et langues Étude et enseignement Langage Acquisition Langue seconde Acquisition Psycholinguistique Recherche multilingue d'information Bilingualism Cross-language information retrieval Interlanguage (Language learning) Language acquisition Language and languages Study and teaching LANGUAGE ARTS & DISCIPLINES General psycholinguistics Second language acquisition Study and teaching Fremdsprachenlernen (DE-588)4071461-5 gnd rswk-swf Psycholinguistik (DE-588)4127537-8 gnd rswk-swf Electronic books (DE-588)4143413-4 Aufsatzsammlung gnd-content Fremdsprachenlernen (DE-588)4071461-5 s Psycholinguistik (DE-588)4127537-8 s DE-604 Keßler, Jörg-U. 1966- (DE-588)1013445236 edt Lenzing, Anke 1973- (DE-588)1044248785 edt Liebner, Mathias edt Erscheint auch als Druck-Ausgabe Developing, modelling and assessing second languages Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016] 9789027203052 Processability approaches to language acquisition research & teaching (PALART) volume 5 (DE-604)BV048286031 5 https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1268227 Verlag kostenfrei Volltext |
| spellingShingle | Developing, modelling and assessing second languages Intro -- Developing, Modelling and Assessing Second Languages -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- Modelling and assessing second language acquisition -- References -- About this book -- References -- Part I: Theory Development -- The development of argument structure in the initial L2 mental grammatical system -- 1. Introduction -- 2. Argument structure in LFG -- 3. Mapping processes in PT -- 4. The Multiple Constraints Hypothesis -- 5. The study & research design -- 6. Analysis -- 7. Results -- 7.1 Grade 3 -- Developmental stages -- 7.2 Argument structure grade 3 -- questions -- 7.3 Results statements grade 3 -- 7.4 Results grade 4 -- developmental stages -- 7.5 Questions grade 4 -- 7.6 Results grade 4 statements -- 8. Comparison results grade 3 -- grade 4 -- 9. Conclusion -- References -- Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers -- 1. Introduction -- 2. Vocabulary size and language acquisition -- 3. Processability Theory (PT) and its hypotheses -- 4. The discourse functions hypothesis and development of Y/N and Wh-questions -- 5. The Lexical Mapping Hypothesis -- 6. Study -- 6.1 Informants -- 6.2 Procedure -- 6.3 Tasks -- 7. Results -- 7.1 Vocabulary size test -- 7.2 Profiling task: Question sentence constructions -- 7.2.1 Low vocabulary size informants -- 7.2.2 Mid vocabulary size informants -- 7.2.3 High vocabulary size informants -- 7.3 Translation task: Argument-Grammatical function mapping -- 7.3.1 Default mapping -- 7.3.2 Lexically non-default mapping -- 7.3.3 Structurally non-default mapping -- 8. Discussion -- 8.1 Relationship between vocabulary size and acquisition of question construction -- 8.2 Relationship between vocabulary size and acquisition of argument mapping -- 9. Conclusion -- Acknowledgment -- References 2. Testing based on the CEFR -- A psychometric approach -- 2.1 Critique as regards psychometric testing and the CEFR -- 3. Assessing interlanguage development with rapid profile and autoprofiling -- 3.1 The emergence criterion in rapid profile and autoprofiling -- 4. The study -- 4.1 Aims and research questions -- 4.2 Data and methodology -- 4.3 Results -- 4.4 Discussion -- 5. Conclusion -- References -- Appendix -- Assessing linguistic levels of L2 English in primary school programs -- 1. Introduction -- 2. Child data studies within the PT framework -- 3. The study -- 3.1 Research questions -- 3.2 Schools -- 3.2.1 School A -- 3.2.2 School B -- 3.2.3 School C -- 3.3 Participants -- 3.4 Method -- 3.4.1 Data elicitation -- 3.4.2 Communicative tasks -- 3.4.2.1 Structured Interview. The first task was a structured interview task. Through this task, the participant got to know the interviewers better and an atmosphere of trust was created to alleviate anxiety associated with testing. First, the participan -- 3.4.2.2 Picture Difference Task. The structured interview was followed by a picture difference-task: the learner received a picture which corresponded to the picture of the interviewer but lacked a number of elements, such as a sun, a big girl or two bird -- 3.4.2.3 Storytelling/Story Completion Task. The next task consisted of a picture story about a platypus that escapes from the zoo. A boy, on finding the platypus, wonders where the animal might have come from, and finally returns it to the zoo. The parti -- 3.4.2.4 Habitual Action Task. The final part of the test was a habitual action task. Again, a number of pictures were given to the learner. This time, however, a typical day in the life of a young girl was illustrated. It was the participant's task to des -- 3.4.3 Data analysis -- 4. Results -- 4.1 Stages -- 4.1.1 School A -- 4.1.2 School B. 4. Discussion of research results -- 5. Conclusions and Implications -- References -- About the Authors -- Index 4.1.3 School C -- 4.2 Comparison among grades -- 4.2.1 Comparison of Grade 1 Groups -- 4.2.2 Comparison of Grade 3 Groups -- 4.2.3 Comparison of Grade 4 Groups -- 4.2.4 Longitudinal Development -- 4.3 Factors affecting L2 development -- 4.4 Communicative tasks -- 4.4.1 Sufficient elicitation of structures (cancel inversion) -- 4.4.2 Motivating tasks -- 4.4.3 Comprehensibility -- 4.5 Discussion -- 4.5.1 Results of the study -- 4.5.2 Factors affecting L2 competence -- 4.5.3 Suitability of PT for profiling IM learners -- 4.5.4 Suitability of communicative tasks -- 5. Conclusion and future implications -- References -- Diagnosing L2-English in the communicative EFL Classroom -- 1. Introduction -- 2. Profile Analysis with Rapid Profile -- 3. Task-based Language Teaching within the teaching unit -- 4. Podcasts in the EFL classroom -- 5. The Teaching Unit -- Individual treatment on a diagnostic basis -- 5.1 The diagnosis -- 5.2 Individual Treatment -- 6. Conclusion -- References -- The cognitive processes elicited by L2 listening test tasks -- A validation study -- 1. Introduction -- 2. Methods -- 2.1 Integrating qualitative and quantitative data in a mixed methods approach -- 2.2 Conceptual framework: Theoretical propositions -- 2.2.1 Theoretical propositions concerning the first research question -- 2.2.2 Theoretical propositions concerning the second research question: -- 2.2.3 Theoretical propositions concerning the third research question -- 2.3 Collecting verbal data on test-taking processes -- 2.4 Qualitative data analysis -- 3. Results of qualitative data analysis: Coding verbal reports for cognitive processes and strategy use -- 3.1 Central categories of the coding scheme: Recall propositions -- 3.2 Central categories of the coding scheme: Generate inferences -- 3.3 Central categories of the coding scheme: Employ test-taking strategies Appendix -- Processability Theory and language development in children with Specific Language Impairment -- 1. Introduction -- 2. Earlier research -- 2.1 What is the problem -- representation or processing? -- 2.2 Are there specific structures that are likely to be affected? -- 3. A study on Swedish children with SLI -- 3.1 Grammatical structures in Swedish -- 3.2 Material and methods -- 4. Results -- 5. Discussion -- 6. Conclusion -- References -- Testing the Developmentally Moderated Transfer Hypothesis -- 1. Developmental Moderation of Transfer and L2 Transfer in L3 Acquisition -- 1.1 The Developmentally Moderated Transfer Hypothesis -- 1.2 Håkansson Pienemann & Sayehli (2002) -- 1.3 Bohnacker (2006) and Pienemann & Håkansson's (2007) reply -- 1.4 Bardel & Falk (2007) -- 1.5 Bardel and Falk's study -- 2. The PALU study: Minimal exposure to the L2 -- 2.1 Research design -- 2.2 Results -- 2.3 Summary and discussion -- References -- Part II: Theory Assessment -- The 'tense' issue -- 1. Introduction -- 2. The study -- 2.1 Informants -- 2.2 Data collection -- 3. Data analysis and results -- 4. Discussion -- 5. Conclusion -- 6. Acknowledgement -- References -- Acquisition as a gradual process -- 1. Introduction -- 2. Language teaching and developmental readiness -- 3. Task-based interaction in the classroom -- 4. Task-based language teaching and Focus on Form -- 5. Tasks with a Developmentally Moderated Focus on Form -- 6. Using tasks with a Developmentally Moderated Focus on Form in the EFL classroom -- 6.1 Using tasks with a Developmentally Moderated Focus on Form-Plural-s -- 6.2 Using tasks with a Developmentally Moderated Focus on Form- 3rd Person Singular -s -- 7. Summary -- References -- Psychometric approaches to language testing and linguistic profiling -- A complementary relationship? -- 1. Introduction Language Development Psycholinguistics Interlangue (Apprentissage des langues) Langage et langues Étude et enseignement Langage Acquisition Langue seconde Acquisition Psycholinguistique Recherche multilingue d'information Bilingualism Cross-language information retrieval Interlanguage (Language learning) Language acquisition Language and languages Study and teaching LANGUAGE ARTS & DISCIPLINES General psycholinguistics Second language acquisition Study and teaching Fremdsprachenlernen (DE-588)4071461-5 gnd Psycholinguistik (DE-588)4127537-8 gnd Processability approaches to language acquisition research & teaching (PALART) |
| subject_GND | (DE-588)4071461-5 (DE-588)4127537-8 (DE-588)4143413-4 |
| title | Developing, modelling and assessing second languages |
| title_auth | Developing, modelling and assessing second languages |
| title_exact_search | Developing, modelling and assessing second languages |
| title_full | Developing, modelling and assessing second languages edited by Jörg-U. Kessler ; Anke Lenzing ; Mathias Liebner |
| title_fullStr | Developing, modelling and assessing second languages edited by Jörg-U. Kessler ; Anke Lenzing ; Mathias Liebner |
| title_full_unstemmed | Developing, modelling and assessing second languages edited by Jörg-U. Kessler ; Anke Lenzing ; Mathias Liebner |
| title_short | Developing, modelling and assessing second languages |
| title_sort | developing modelling and assessing second languages |
| topic | Language Development Psycholinguistics Interlangue (Apprentissage des langues) Langage et langues Étude et enseignement Langage Acquisition Langue seconde Acquisition Psycholinguistique Recherche multilingue d'information Bilingualism Cross-language information retrieval Interlanguage (Language learning) Language acquisition Language and languages Study and teaching LANGUAGE ARTS & DISCIPLINES General psycholinguistics Second language acquisition Study and teaching Fremdsprachenlernen (DE-588)4071461-5 gnd Psycholinguistik (DE-588)4127537-8 gnd |
| topic_facet | Language Development Psycholinguistics Interlangue (Apprentissage des langues) Langage et langues Langage Langue seconde Psycholinguistique Recherche multilingue d'information Bilingualism Cross-language information retrieval Interlanguage (Language learning) Language acquisition Language and languages LANGUAGE ARTS & DISCIPLINES psycholinguistics Second language acquisition Language and languages Study and teaching Second language acquisition Study and teaching Fremdsprachenlernen Psycholinguistik Aufsatzsammlung |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1268227 |
| volume_link | (DE-604)BV048286031 |
| work_keys_str_mv | AT keßlerjorgu developingmodellingandassessingsecondlanguages AT lenzinganke developingmodellingandassessingsecondlanguages AT liebnermathias developingmodellingandassessingsecondlanguages |