Understanding Second Language Processing
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Understanding Second Language Process
This is a collection of 11 analytical and empirical studies on the process of second language acquisition, probing a wide array of issues, from transfer appropriate processing to L2 default processing strategies, among hearing or deaf learners of a variety of target languages.
Understanding Second Language Processing
7.4.3 Processing and teacher talk -- 7.5 New directions in developmentally moderated pedagogy -- 7.5.1 Influence of instructional factors on processing -- 7.5.2 Developmentally moderated cycles -- 7.5.3 The roles of form and meaning in developmentally-moderated pedagogy -- 7.5.4 Diagnostic procedures for L2s other than English -- 7.6 Conclusion -- Chapter 8. Discussion and conclusion -- 8.1 Introduction -- 8.2 The universality of the PT's stages -- 8.4 Patterned variation within development -- 8.5 The constraints and potential of developmental readiness -- 8.6 Overall implications -- 8.9 Concluding remarks -- References -- Appendix -- Index
Understanding Second Language Processing
Author: Bronwen Patricia Dyson
language: en
Publisher: John Benjamins Publishing Company
Release Date: 2017-05-24
This book aims to help researchers and teachers interested in language processing and Processability Theory (PT) to understand this theory and its applications. PT is an influential account of second language processing which hypothesizes that, due to the architecture of language processing, learners acquire second languages in developmental stages. This book lays out PT’s predictions and research on the development of diverse target languages – particularly English and Scandinavian languages – by learners of various categories. It discusses the typological issues facing PT and its contribution to an understanding of variation and cognitive constraints on pedagogy. However, the book also raises a critical eye to the literature which, after almost twenty years of evolution, requires explanation, clarification and, in some cases, extension. Why do some phenomena belong to different stages in different languages? Why are important types of variation under-represented? Is teaching as constrained as proposed in PT?