Journal articles: 'Processability theory'

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Hammarberg, Björn. "Examining the Processability Theory." EUROSLA 6 55 (January 1, 1996): 75–88. http://dx.doi.org/10.1075/ttwia.55.07ham.

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The Processability Theory (PT), originating from the German ZISA Project and recently revised by Pienemann (1993, in prep.), claims that the order of grammatical development in a second language is determined by a hierarchy of psycholinguistic constraints on the processability of grammatical structures. The present paper discusses some problematic aspects of this theory and argues for a dynamic view of L2 acquisition in which factors which drive acquisition ahead are also taken into account. It is suggested that a Principle of Perceived Communicative Value (PCV) plays a part in conditioning the order of L2 development. The relative role of processability and communicative value factors is investigated here in a case where they compete. The acquisition of adjective agreement in L2 Swedish is chosen as a test case to examine predictions about the order of development derived from PT and PCV. This permits the comparison of a phrasal (NP) and inter-phrasal (subject-predicative) syntactic domain as well as the comparison of different morphological categories (gender and number). Longitudinal data are gathered from a corpus of conversations with six adult learners reflecting successive stages of development for each individual from the beginning stage to an advanced level. The results indicate that the nature of the morphological category is decisive in determining acquisition order, which means that PCV is effective and overrules PT in those cases where the two are in conflict. On the other hand, if the same morpho-logical category is compared in different syntactic domains, PTs prediction that phrasal agreement comes before inter-phrasal agreement is borne out. This suggests that the two principles of processability and communicative relevance interact, and that a theory of processability is neither sufficient nor invalid, but needs to be placed in the context of a wider model of L2 development. It lends support to the dynamic view of L2 acquisition discussed in the paper.

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Baten, Kristof. "Processability Theory and German Case Acquisition." Language Learning 61, no. 2 (November 29, 2010): 455–505. http://dx.doi.org/10.1111/j.1467-9922.2010.00615.x.

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Spinner, Patti, and Sehoon Jung. "PRODUCTION AND COMPREHENSION IN PROCESSABILITY THEORY." Studies in Second Language Acquisition 40, no. 2 (June 19, 2017): 295–318. http://dx.doi.org/10.1017/s0272263117000110.

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AbstractThe purpose of this study was to determine whether processability theory (PT; Pienemann, 1998, 2005) accounts for the emergence of grammatical forms and structures in comprehension. Sixty-one learners of English participated in oral interviews that elicited a variety of structures relevant to PT. Learners were divided into two groups: those who produced these structures productively in speech (high level) and those who did not (low level). These groups then read grammatical and ungrammatical sentences with PT structures in a self-paced reading task. Based on Pienemann (1998), PT predicts that the high-level group should perform similarly to native speakers. However, only the native speaker control group demonstrated sensitivity to ungrammaticalities. There was evidence that learners might have acquired lower-stage structures in an implicational order in comprehension, but it was quite mixed. These results have implications for PT and for models of the L2 linguistic system that include both production and comprehension.

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CARROLL, SUSANNE E. "On Processability Theory and second language acquisition." Bilingualism: Language and Cognition 1, no. 1 (April 1998): 23–24. http://dx.doi.org/10.1017/s1366728998000030.

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Responding to an invitation to comment on Pienemann's paper leaves me on the horns of a dilemma: I think the approach is novel and shows how future second language acquisition (SLA) research can be done. However, it is difficult to judge from the paper what the exact contribution of the theory is to be.

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Glahn, Esther, Gisela Håkansson, Björn Hammarberg, Anne Holmen, Anne Hvenekilde, and Karen Lund. "PROCESSABILITY IN SCANDINAVIAN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 23, no. 3 (September 2001): 389–416. http://dx.doi.org/10.1017/s0272263101003047.

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This paper reports on a test of the validity of Pienemann's (1998) Processability Theory (PT). This theory predicts that certain morphological and syntactic phenomena are acquired in a fixed sequence. Three phenomena were chosen for this study: attributive adjective morphology, predicative adjective morphology, and subordinate clause syntax (placement of negation). These phenomena are located at successive developmental stages in the hierarchy predicted by PT. We test whether they actually do appear in this predicted hierarchical order in the L2 of Danish, Norwegian, and Swedish learners. The three languages mentioned are very closely related and have the same adjective morphology and subordinate clause syntax. We can, therefore, treat them as one language for the purposes of this study. Three analyses have been carried out: The first follows Pienemann's theory and is concerned only with syntactic levels; the second is a semantic analysis of the acquisition of number versus that of gender; the third analysis studies the various kinds of mismatches between the inflection of the noun, the controller, and the adjective. The results are the following: The first test supports PT as it has been described by Pienemann. The second analysis shows that there is an acquisitional hierarchy such that number is acquired before gender (in adjectives), and the mismatch analysis raises questions about the fundamental assumptions of the theory.

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Spinner, Patti. "Language Production and Reception: A Processability Theory Study." Language Learning 63, no. 4 (September 17, 2013): 704–39. http://dx.doi.org/10.1111/lang.12022.

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Devitt, Seán. "Language Processing and Second Language Development: Processability Theory." System 28, no. 3 (September 2000): 455–60. http://dx.doi.org/10.1016/s0346-251x(00)00024-5.

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Dyson, Bronwen. "Processability Theory and the role of morphology in English as a second language development: a longitudinal study." Second Language Research 25, no. 3 (June 25, 2009): 355–76. http://dx.doi.org/10.1177/0267658309104578.

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This article tests a prediction made by Processability Theory (Pienemann, 1998; 2005) that morphological acquisition is the driving force in English as a second language (ESL) development. It first outlines the model of psycholinguistic processing assumed by Processability Theory and shows how stages fall out from it. It then presents the hypothesis that morphological information propels development before sentence-level processing at stage 5 and describes what this should predict for ESL learners. A study is then presented that tested these predictions on oral data collected from two Mandarin speaking, adolescent, ESL learners over one academic year. The study found the acquisition of structures both predicted and not predicted by Processability Theory. While the results afford some evidence consistent with the claims about stages of development, they also provide counter-evidence to the hypothesis that the acquisition of morphology drives development up to stage 5: one learner acquired the predicted syntax for stages 3 and 4 without the morphology, and both learners acquired syntactic structures before associated morphology. Indeed, the findings suggest that the acquisition of morphology, and syntax, varies with learner orientation. To explain these findings, the article presents a proposal that draws on both Processability Theory and generative approaches to second language acquisition (SLA), and concludes by considering the implications of the study.

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H., Alemu, and D. Ado. "Exploring the Developmental Stages of Amharic Nominal and Verbal Gender: Evidence for processability theory." Macrolinguistics 10, no. 16 (June 30, 2022): 36–76. http://dx.doi.org/10.26478/ja2022.10.16.2.

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The purpose of this article is twofold. First, it explores the order of the development of nominal and verbal gender of Amharic, which is one of the Ethio-Semitic languages. Second, it provides empirical evidence for the typological plausibility of processability theory (PT). In fact, PT has been tested in typologically different languages (e.g., English, Italian, and Japan); however, it does not have any validation from Ethiopian languages in general and Ethio-Semitic languages in particular yet. Relevant data was collected from sixteen respondents via picture description tasks, short storytelling, interviews, story re-telling, and spot the difference tasks. Distributional analysis was conducted for the analysis, and the point of emergence of target structures was determined using the emergence criteria. Accordingly, the result shows that the development of gender assignment is compatible with processability theory’s predictions in that lexical procedure precedes phrasal procedure, which is followed by S-procedure. Moreover, the masculine gender emerged earlier than its feminine counterpart at all developmental stages. However, subject agreement markers in pro-drop context emerged at stage two preceding subject-verb agreement. This finding is against processability theory’s claim that suggests subject agreement markers only emerge at stage four of the processability hierarchy disregarding their stages of development in pro-drop context in particular.

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Zipser, Katharina. "Processability theory and pedagogical progression in an Italian textbook." Linguistica 52, no. 1 (December 31, 2012): 55–68. http://dx.doi.org/10.4312/linguistica.52.1.55-68.

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Most L2-learners are taught a language on the basis of a textbook. But are these textbooks arranged according to the learners’ needs? For the present study the grammatical structures and their progression in an Italian-language textbook were analysed, and they were compared to the learners’ speaking ability to cross-check the degree of correspondence between what is taught following the textbook and what is actually learned. The question is asked in how far textbook design should consider the findings of current SLA research. It is suggested that even though Processability Theory is right to predict that language acquisition develops in stages, instruction need not be strictly sequenced. Above all it is important to distinguish between input, intake and expected output.

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HULSTIJN, JAN. "Semantic-informational and formal processing principles in Processability Theory." Bilingualism: Language and Cognition 1, no. 1 (April 1998): 27–28. http://dx.doi.org/10.1017/s1366728998000054.

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Let me begin my comments on Pienemann's keynote paper by expressing my admiration for the scholar who has developed Processability Theory (PT) over a period of some fifteen years with great determination and perseverance. What in earlier publications (e.g. Pienemann, 1985, 1987) appeared to me to be a rather disparate set of principles aiming to account for a limited set of empirical data (the well known sequence of five word orders of the ZISA study), has now evolved into a coherent theory which meets the demands of falsifiability, as PT's claims are formulated in sufficient detail to allow SLA researchers to put them to empirical test. PT comprises a number of principles of great generality, accounting, in principle, for the acquisition of any structure in any language, thereby exceeding the limits of the ZISA data of natural German L2 acquisition. As such, it is to be hoped that PT will have a healthy influence on the field of SLA research, as this field, in the last few years, has perhaps been dominated too much by the issue of whether L2 learners have access to Universal Grammar.

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Pienemann, Manfred, Jörg-U. Keßler, and Yuki Itani-Adams. "Comparing levels of processability across languages." International Journal of Bilingualism 15, no. 2 (June 2011): 128–46. http://dx.doi.org/10.1177/1367006910380037.

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In this article we utilize a developmental perspective as a metric for the comparison of bilingual language ability. In particular, we utilize Processabilty Theory (Pienemann, 1998a, 2005) which provides a psycholinguistic metric for developmental schedules of any given language. We demonstrate this approach to the cross-linguistic measurement of language development on the basis of Itani-Adams’ (2007) study of bilingual (Japanese—English) first language acquisition.

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Atar, Cihat. "An Analysis of the English Textbooks in Turkish Primary Schools with Regard to the Processability Theory." Shanlax International Journal of Education 9, S1-May (May 10, 2021): 117–25. http://dx.doi.org/10.34293/education.v9is1-may.4007.

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The Processability Theory suggests that teacha bility and learn ability of a language is constrained by what learners are ready to acquire. This means that what is presented to the learners should be in line with their level and readiness. Textbooks are one of the fundamental resources of language learning and teaching, and in this sense, analyzing them is very significant for ensuring that they are appropriate for the target learner group. Accordingly, this study aims to find out whether the stages of different morphosyntactic structuresin 5 English textbooks are sequenced according to the developmental stages offered bythe Processability Theory and whether these 5 textbooks complement each other from the 2nd grade to 4th grade. The 5 English textbooks that are currently being used in public schools in Turkey at primary school level were selected. Textbook Analysis as a part of Document Analysis was undertaken, and the morphosyntactic structures provided in the units of these textbooks were analyzed. The findings suggest that the textbooks follow the stages suggested by the Processability Theory in general; however, there are some incompatibilities as well. The sequential development from the 2nd grade to the 4th grade is in a complementary fashion in that they tend to focus on later stages of morphological development as grade increases except for Primary School Just Fun English 3 (Tıraş, 2018) which was found to present a few morphosyntactic structures that are slightly from higher stages for the expected developmental stage while most of the structures of this textbook conforms to the developmental stages of the Processability Theory as well.

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Shiga, S. "Rubber Processability Index Using Electrical Resistivity." Rubber Chemistry and Technology 65, no. 3 (July 1, 1992): 660–72. http://dx.doi.org/10.5254/1.3538632.

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Abstract It may not be realistic to expect a single processability index to be useful for every feature of rubber mixing due to the complexity of its mechanisms. Many processability indices have been proposed. One can find properties available to define the indices in Table I. The indices can be conceptually classified into two categories. One is founded on the singularity of some properties at the minimum mixing time. The compound mixed over this time is Theologically homogeneous in contrast to that mixed insufficiently. Therefore, this time is a phase-transition point. Not all, but most of the properties indicate the sudden change in the time-derivatives characteristic to singular points. After the time, the change becomes smaller. The other is founded on the properties of final compounds, which could be assumed as existing in a pseudoequilibrium state. Electrical volume resisitivity (resisitivity, hereafter) is chosen for this purpose. It looks simple and suitable for practice, i.e., in rubber factories. Actually, as reported by Boonstra, the measurement requires skill in addition to special equipment and is not a popular method. Nevertheless, we have used it to express the processability and, more generally, to clarify the mixing mechanism. There are three reasons for this methodology: first, we find that EPR, the object of our study, apparently shows constant minimum mixing time; second, the pseudoequilibrium-like resistivity is parallel to other processability indices, namely, the larger the resistivity, the worse the processability as described in Reference 1; third, the resistivity directly corresponds to the percolation theory. Of course, other processability indices have their own theoretical origins. However, properties other than resistivity can not be quantitatively supported by theory because of the complexity of mixing. The exceptions are microscopic methods as exemplified by the counting of large agglomerates and their size distribution, but these are more tedious and require more skill.

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Rine, David C. "Parallel and Distributed Processability of Objects." Fundamenta Informaticae 12, no. 3 (July 1, 1989): 317–56. http://dx.doi.org/10.3233/fi-1989-12304.

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Partitioning and allocating of software components are two important parts of software design in distributed software engineering. This paper presents two general algorithms that can, to a limited extent, be used as tools to assist in partitioning software components represented as objects in a distributed software design environment. One algorithm produces a partition (equivalence classes) of the objects, and a second algorithm allows a minimum amount of redundancy. Only binary relationships of actions (use or non-use) are considered in this paper.

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Kucfir, Agnieszka. "De rol van de Processability Theory van Pienemann in de verwerving van het Nederlands als tweede taal bij Poolse studenten." Neerlandica Wratislaviensia 27 (March 9, 2018): 47–54. http://dx.doi.org/10.19195/8060-0716.27.5.

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De rol van de Processability Theory van Pienemann in de verwerving van het Nederlands als tweede taal bij Poolse studenten Pienemann’s Processability Theory PT hypothesizes that the grammatical structures of a second language are acquired in an order that is universal for all languages. The main aim of this article is to investigate the validity and reliability of this theory for the acquisition process of Dutch as L2 by Polish students. PT was tested on a group of 15 first-year Dutch philology students at the University of Wrocław, after 300 hours of intensive Dutch language course. The oral production test checked the acquisition level of three Dutch grammatical structures, representing consecutive stages of L2-development: agreement between adjective and noun stage III, agreement between verb and subject stage IV and word order in subordinate clauses stage V. Pienemann’s hypothesis seems to be valid for the acquisition of Dutch language as L2 only if the criterion of one correct use of a grammatical structure is taken into consideration. When it comes to the two other criteria 50% and 90% of correct use the structure representing stage III seems to be acquired after the structures representing stages IV and V, which forms a counter-evidence for the Processability Theory.

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Buyl, Aafke, and Alex Housen. "Developmental stages in receptive grammar acquisition: A Processability Theory account." Second Language Research 31, no. 4 (May 13, 2015): 523–50. http://dx.doi.org/10.1177/0267658315585905.

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This study takes a new look at the topic of developmental stages in the second language (L2) acquisition of morphosyntax by analysing receptive learner data, a language mode that has hitherto received very little attention within this strand of research (for a recent and rare study, see Spinner, 2013). Looking at both the receptive and productive side of grammar acquisition, however, is necessary for a better understanding of developmental systematicity and of the relationship between receptive and productive grammar acquisition more widely, as well as for the construction of a comprehensive theory of second language acquisition (SLA). In the present exploratory study, the receptive acquisition of L2 English grammar knowledge is studied cross-sectionally within a Processability Theory (PT) framework (Pienemann, 1998, 2005b), a theory of L2 grammar acquisition which makes explicit predictions about the order in which L2 learners learn to productively process different morphosyntactic phenomena. Participants are 72 francophone beginning child L2 learners (age 6–9) acquiring English in an immersion program. The learners’ ability to process six morphosyntactic phenomena situated at extreme ends of the developmental hierarchy proposed by PT was tested by means of the ELIAS Grammar Test, a picture selection task. Overall, the developmental orders obtained through implicational scaling for the six target phenomena agreed with PT’s predictions, suggesting that similar mechanisms underlie the acquisition of receptive and productive L2 grammar processing skills.

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Wu, Xiaoli. "Studying Processability Theory. M. Pienemann & Jörg-U. Kessler (Eds.)." ITL - International Journal of Applied Linguistics 165, no. 1 (June 6, 2014): 84–87. http://dx.doi.org/10.1075/itl.165.1.05wu.

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Kawaguchi, Satomi. "Acquisition of Japanese verbal morphology: Applying processability theory to Japanese." Studia Linguistica 54, no. 2 (August 2000): 238–48. http://dx.doi.org/10.1111/1467-9582.00063.

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Schönström, Krister. "Visual acquisition of Swedish in deaf children." Linguistic Approaches to Bilingualism 4, no. 1 (February 21, 2014): 61–88. http://dx.doi.org/10.1075/lab.4.1.03sch.

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This article examines the Swedish L2 development of deaf children by testing the validity of Processability Theory on deaf learners of Swedish as an L2. The study is cross-sectional and includes written data from 38 pupils (grades 5 and 10) from a school for deaf and hearing-impaired pupils in Sweden. The primary language used by the pupils is Swedish Sign Language with Swedish being considered their L2. The Swedish data have been analyzed through the lens of Processability Theory (PT). The results show that the grammatical development of deaf learners is similar to hearing learners of Swedish as an L2. The results therefore suggest that PT is applicable even for deaf learners of L2 Swedish.

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Pienemann, Manfred, and Gisela Håkansson. "A UNIFIEDAPPROACH TOWARD THE DEVELOPMENT OF SWEDISH AS L2." Studies in Second Language Acquisition 21, no. 3 (September 1999): 383–420. http://dx.doi.org/10.1017/s0272263199003022.

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This paper has two main objectives: (a) to put the vast body of research on Swedish as a second language (SSL) into one coherent framework; and (b) to test the predictions deriving from processability theory (Pienemann, 1998a, 1998b) for Swedish against this empirical database. We will survey the 14 most prominent research projects on SSL covering wide areas of syntax and morphology in longitudinal and cross-sectional studies. This survey is the first to be carried out for Swedish, and it will bring the body of two decades of research into one unified framework. We proceed in the following steps: First, a brief summary of processability theory is given. Then the theory is used to generate a unifying framework for the development of the specific L2 grammatical system (Swedish). Finally, the new framework is tested in the above-mentioned empirical studies.

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Glahn, E. "Review. Language processing and second language development: processability theory. M Pienemann." Applied Linguistics 22, no. 4 (December 1, 2001): 544–48. http://dx.doi.org/10.1093/applin/22.4.544.

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Cook, Vivian. "Studying Processability Theory - Edited by M. Pienemann & Jörg-U. Kessler." International Journal of Applied Linguistics 22, no. 2 (July 2012): 265–68. http://dx.doi.org/10.1111/j.1473-4192.2012.00317.x.

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Charters, Helen, Loan Dao, and Louise Jansen. "Reassessing the applicability of Processability Theory: The case of nominal plural." Second Language Research 27, no. 4 (July 5, 2011): 509–33. http://dx.doi.org/10.1177/0267658311405923.

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This article identifies empirical evidence (Dao, 2007; in preparation) conflicting with Processability Theory’s (PT) prediction that in acquisition of English as a second language (ESL), plural-marking emerges first in bare nouns and only later in numeric expressions. Specifically, it presents results from Dao’s (2007) cross-sectional study of ESL in 36 Vietnamese learners, which was designed to test PT’s predictions that inflections emerge in lexical contexts before agreement in phrasal contexts, but found that emergence occurred in the reverse order. The article explores whether Dao’s findings invalidate PT’s crosslinguistic principles or whether there is a problem in applying these to language-specific empirical contexts. The exploration reveals weaknesses in the description of PT’s principles, as these are based on implicit assumptions, which may be invalid in specific first language / second language (L1/L2) typological contexts and thus lead to incorrect predictions. The findings are explained by reference to L1 transfer represented in the framework of one of PT’s feeder theories: Levelt’s (1989) Theory of Speaking as modelled in Weaver++ (Levelt et al., 1999). Our L1 transfer account is in line with PT’s Developmentally Moderated Transfer Hypothesis.

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PIENEMANN, MANFRED. "Developmental dynamics in L1 and L2 acquisition: Processability Theory and generative entrenchment." Bilingualism: Language and Cognition 1, no. 1 (April 1998): 1–20. http://dx.doi.org/10.1017/s1366728998000017.

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This paper has two major objectives: (1) to summarise Processability Theory, a processing-oriented approach to explaining language development and (2) to utilise this theory in the comparison of development in LI and L2 acquisition. Proponents of the Fundamental Difference Hypothesis (between L1 and L2) assume that L1 development can be explained with reference to Universal Grammar (UG) which, in their view, is inaccessible to L2 learners. Instead, they claim that a second language develops on the basis of language processing strategies.I will show that the fundamentally different developmental paths inherent in first and second language acquisition can both be explained on the basis of the same language processing mechanics (as specified in Processability Theory). I will demonstrate that the developmental differences between L1 and L2 are caused by the qualitatively different early structural hypotheses which propagate through the acquisition process. The concept of “propagation of structural features” will be viewed as “generative entrenchment,” a logical-mathematical concept, which has proved to be highly productive in examining other kinds of developmental processes.

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Di Biase, Bruno, and Satomi Kawaguchi. "Exploring the typological plausibility of Processability Theory: language development in Italian second language and Japanese second language." Second Language Research 18, no. 3 (July 2002): 274–302. http://dx.doi.org/10.1191/0267658302sr204oa.

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This article aims to test the typological plausibility of Processability Theory (PT) (Pienemann, 1998). This is ‘a theory of processability of grammatical structures... [which] formally predicts which structures can be processed by the learner at a given level of development’ (p. xv). Up till now the theory has been tested mainly for Germanic languages, while here we propose to test it for two typologically different languages, namely Italian and Japanese. Language specific predictions for these two languages will be derived from PT, and the structures instantiating them will be described within a Lexical Functional Grammar (LFG) framework. The occurrence and distribution of relevant structures will then be analysed in empirical, naturalistic data produced by adult learners. To test whether PT is typologically plausible we will demonstrate the following points for Japanese and Italian: • The notion of ‘exchange of grammatical information’ is a productive concept for typologically different languages. • Predictions that can be derived from the general architecture of the theory for specific languages will be borne out by empirical observation. (Pienemann 1998: 166).

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Al Shatter, Ghassan. "Processability approach to Arabic L2 teaching and syllabus design." Australian Review of Applied Linguistics 34, no. 2 (January 1, 2011): 127–47. http://dx.doi.org/10.1075/aral.34.2.01als.

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This study aims to identify the relationship between the developmental hierarchy in the acquisition of Arabic as a second language (Arabic L2) and formal classroom instruction. It provides a general presentation of the current debate on the influence of formal instruction in the acquisition of L2. Special attention is given to the subset of Processability Theory (PT) known as Teachability Theory, and its implications for teaching methods of L2 in general and Arabic L2 in particular. This study also provides descriptive information on teaching objectives and materials used by the participants to study Arabic L2. This information is presented in order to establish an explanation for the connection between the formal teaching of Arabic L2 and the processability hierarchy. Participants were nine students studying Arabic as a second language at the Australian National University (three Beginners, three Intermediates, and three Advanced). Interviews were conducted over a period of two teaching semesters during the year 2005. Both implicational and distributional analyses were conducted. The results of these analyses show that teachers and curriculum developers should consider the PT’s predicted developmental stages for Arabic L2 structures when developing teaching materials and syllabus.

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Sabourin, Laura L. "Review of Pienemann (1998): Language Processing and Second Language Development: Processability Theory." Studies in Language 24, no. 3 (December 31, 2000): 738–45. http://dx.doi.org/10.1075/sl.24.3.14sab.

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URABE, NOBUAKI. "Theory and practice of filler reinforcement. 9. Mixing processability of white fillers." NIPPON GOMU KYOKAISHI 59, no. 5 (1986): 266–73. http://dx.doi.org/10.2324/gomu.59.266.

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Bonilla, Carrie L. "From number agreement to the subjunctive: Evidence for Processability Theory in L2 Spanish." Second Language Research 31, no. 1 (July 14, 2014): 53–74. http://dx.doi.org/10.1177/0267658314537291.

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This article contributes to typological plausibility of Processability Theory (PT) (Pienemann, 1998, 2005) by providing empirical data that show that the stages predicted by PT are followed in the second language (L2) acquisition of Spanish syntax and morphology. In the present article, the PT stages for L2 Spanish morphology and syntax are first hypothesized after a brief description of PT theory. The results of a corpus of conversational data by L2 Spanish learners ( n = 21) are then presented. Implicational scaling confirmed the five stages for the syntax and morphology with 100% scalability. Evidence was also found for the existence of discrete stages 1,2, 3 and 5 for the syntax as well as stages 1–4 for the morphology. Syntax was also found to emerge before morphology for all learners.

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Pienemann, Manfred. "An Outline of Processability Theory and Its Relationship to Other Approaches to SLA." Language Learning 65, no. 1 (February 13, 2015): 123–51. http://dx.doi.org/10.1111/lang.12095.

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Sakai, Hideki. "An analysis of Japanese university students’ oral performance in English using processability theory." System 36, no. 4 (December 2008): 534–49. http://dx.doi.org/10.1016/j.system.2008.03.002.

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Håkansson, Gisela, and Catrin Elisabeth Norrby. "Grammar and pragmatics." EUROSLA Yearbook 5 (August 2, 2005): 137–61. http://dx.doi.org/10.1075/eurosla.5.08hak.

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This paper compares grammatical and pragmatic development in foreign language learners of Swedish. For the analysis of grammatical proficiency, data from translation tasks and essays were tested against the stage model proposed in Processability Theory, which identifies five stages of morpho-syntactic development for Swedish (Pienemann 1998, Pienemann and Håkansson 1999). For the pragmatic analysis a gap-fill task was used, inspired by the discourse completion task (Blum-Kulka 1982, Kasper and Roever 2005), but taking into consideration sequential aspects of the interaction. All tasks were piloted with a control group of Swedish native speakers. The results indicate a relationship between native-like pragmatic command and a high level of morpho-syntactic processability. The findings suggest that students whose grammatical processing capacity is restricted to lower levels find it difficult to contextualise their utterances in a pragmatically appropriate way.

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Suherman, Rudi. "Dynamic variation in second language acquisition: A language processing perspective, Bronwen Patricia Dyson, John Benjamins Publishing Company (2021). 274." JOALL (Journal of Applied Linguistics and Literature) 8, no. 1 (January 20, 2023): 146–50. http://dx.doi.org/10.33369/joall.v8i1.23859.

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Arguably, second language acquisition has always been an interesting topic to discuss, proven by many existing theories that play an essential role and contribute to this field's advancement and proliferation. Among many are Processability Theory (PT), a prominent theory of L2 development and processing theory that predicts well-ordered, cross-linguistically valid stages in second language acquisition and provides language-specific predictions covering developmental and variational stages dimensions (Pienemann, 1998, 2005, 2015). It accounts for explicit prediction of the language elements in which L2 learners learn to process different morphological and syntactical structures productively regardless of their backgrounds.

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Widyastuti, Ima, Nanang Bagus Subekti, Victa Sari Dwi Kurniati, Diona Emelza Kaban, and Topan Gilang Sagita. "Perbandingan Perolehan Bahasa Inggris di Indonesia, Thailand dan Philipina." WACANA AKADEMIKA: Majalah Ilmiah Kependidikan 5, no. 1 (May 16, 2021): 62. http://dx.doi.org/10.30738/wa.v5i1.8798.

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International cooperation between universities is one of the strategic issues for the internationalization of a university in Indonesia. One form of cooperation is not only manifested in the tri dharma aspect of higher education. The focus of this research is the comparison of students' mastery of English in the three countries. This English language ability aims to determine the ability of students who take part in student exchange programs or internship exchange programs conducted by three universities. This descriptive qualitative research involved students from universities in Indonesia, universities in Thailand, and the Philippines. Data taken from interviews with several English learners were then transcribed, coded, and analyzed to determine the stage of mastery of English according to Processability Theory. The results of this study indicate that although there are differences in the use of English in the three countries, participants from the three countries have the same attainment of mastery of English. Participants in the Philippines were more active in using English, considering that English in this country is a second language. Unlike Thailand and Indonesia, which place English as a foreign language. However, the highest mastery of English achieved by participants in the three countries was the same, namely at Stage 3 in Processability Theory.

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Burhansyah, Burhansyah. "The Lexical Morpheme Acquisition of a Learner of English as a Second Language." Journal of ELT Research 3, no. 1 (February 6, 2018): 58. http://dx.doi.org/10.22236/jer_vol3issue1pp58-67.

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The present study aims to examine the acquisition of English lexical morphemes - i.e. past –ed marker and plural –s marker on nouns, in L2 (second language) English within the framework of Processability Theory (henceforth PT). The participant of this research was LE, an Indonesian learner learning English as L2 in an instructional context. The data in the form of essay written by LE was collected longitudinally at four points in time during the period of four months. Based on the data, a distributional analysis was carried out, and then the findings were analysed by using the implicational scaling in accordance with the emergence criterion in order to determine the points of acquisition of the two morphological forms under scrutiny. The research finding indicates that the acquisition points of the lexical morphemes appear to follow PT’s predictions, where the emergence point of past –ed marker and plural –s marker occurred at comparatively the same point in time as hypothesised in PT. Moreover, the finding of this research reveals that the predictions of PT seem to be followed in L2 written English; it indicates PT’s capacity to account for morphological acquisition in both written and spoken language production. Keywords: processability theory, L2 acquisition, lexical morpheme

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Dyson, Bronwyn. "Focus on learnable form in a communicative context." Australian Review of Applied Linguistics 25, no. 1 (January 1, 2002): 53–70. http://dx.doi.org/10.1075/aral.25.1.04dys.

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Abstract In this article I present the concept of ‘focus on learnable form’ and show how it could be implemented in the classroom. ‘Focus on form’ research has produced increasing evidence that a form focus can improve the acquisition of the particular form while remaining compatible with the communicative approach. The learnability of grammatical form, a key issue in this research, has been addressed in some studies by identifying the emergence of the form. Since there are problems in relying on emergence, I argue for the adoption of Processability Theory (Pienemann, 1998) and specifically the construct of developmental stages. This framework enables teachers to predict the forms that would be beneficial to focus on and those that are developmentally too advanced for effective focus on form. Despite criticisms of ‘structural’ approaches to SLA research, Processability Theory has a lot to offer communicative language teaching. As I have found in teaching ESL to adolescent and adult learners, ‘focus on learnable form’ in a communicative context is achievable in the classroom and can be implemented as one component of a communicative curriculum by following three steps: assessing the learners, selecting a ‘learnable’ form and focusing on this learnable form in a communicative context.

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Garðarsdóttir, María, and Sigríður Þorvaldsdóttir. "A processability approach to the development of case in L2 Icelandic." Language, Interaction and Acquisition 11, no. 1 (June 4, 2020): 68–98. http://dx.doi.org/10.1075/lia.00008.gar.

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Abstract This article presents the findings of a study on the development of case assignment in Icelandic as a second language within the context of Processability Theory (PT) and compares them with previous PT studies on the development of case in L2 German, Russian, and Serbian. We argue that initially, learners are only able to appropriately mark subjects and objects in canonical positions (e.g., subjnom v objacc ). Later they are also able to mark arguments with the appropriate case in sentences that deviate from canonical word order (e.g., objacc/dat v subjnom ). In order to examine the case development in L2 Icelandic, 148 learners were asked to fill in the blanks of sentences with missing core arguments. Our results replicate for the most part the previous findings for L2 German, Russian, and Serbian. As such, the present study adds to the typological plausibility of PT as a framework that predicts and explains developmental sequences.

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He, Jiani, and Hui Chang. "Review of Lenzing, Nicholas & Roos (2019): Widening Contexts for Processability Theory: Theories and Issues." Journal of Second Language Studies 4, no. 1 (April 16, 2021): 193–200. http://dx.doi.org/10.1075/jsls.00016.he.

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Tang, Xiaofei. "Learnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings." Chinese Journal of Applied Linguistics 42, no. 2 (June 26, 2019): 236–57. http://dx.doi.org/10.1515/cjal-2019-0014.

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Abstract This study conducts an acquisition-based evaluation of four primary-school English textbook series used in China. The evaluation aims to determine whether the sequencing of grammatical structures in the series is compatible with the L2 learning sequence stipulated in Processability Theory (PT). The results show a partial agreement between the sequencing of structures as teaching objectives in the series and the PT-based processability hierarchy. The sequencing of structures in the initial stages is consistent with the learning sequence of L2 English stated in PT. However, several structures in the intermediate or high stages are taught in a deviant way against their sequencing in PT. The deviant grading of those structures is possibly associated with the theme-based guidelines adopted in the textbooks. It appears that concerns with the utility of grammatical structures in a given context take precedence over concerns for L2 development. A number of suggestions are offered to textbook writers in terms of the role of input, the learners’ developmental readiness, and the issue of heterogeneity in L2 classrooms.

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Baten, Kristof, and Gisela Håkansson. "THE DEVELOPMENT OF SUBORDINATE CLAUSES IN GERMAN AND SWEDISH AS L2S." Studies in Second Language Acquisition 37, no. 3 (October 22, 2014): 517–47. http://dx.doi.org/10.1017/s0272263114000552.

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In this article, we aim to contribute to the debate about the use of subordination as a measure of language proficiency. We compare two theories of SLA—specifically, processability theory (PT; Pienemann, 1998) and dynamic systems theory (DST; de Bot, Lowie, & Verspoor, 2007)—and, more particularly, how they address the development of subordinate clauses. Whereas DST uses measures from the complexity, accuracy, and fluency research tradition (see Housen & Kuiken, 2009), PT uses the emergence criterion to describe language development. We focus on the development of subordinate clauses and compare how subordination as such is acquired and how the processing procedures related to a specific subordinate clause word order are acquired in the interlanguage of second language German and Swedish learners. The learners’ language use shows that the use of subordination (as measured by a subordination ratio) fluctuates extensively. From the beginning of data collection, all learners use subordinate clauses, but their use of subordinate clauses does not increase linearly over time, which is expected by DST. When focusing on processability and the emergence of subordinate clause word order, however, a clear linear developmental sequence can be observed, revealing a clear difference between the nonacquisition and the acquisition of the subordinate clause word order rules. Our learner data additionally reveal a different behavior regarding lexical and auxiliary or modal verbs.

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Syafi’i, Ahmad. "ACQUISITION: PROCESS, STRATEGY, PROBLEM IN FOREIGN LANGUAGE LEARNING." ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture 5, no. 1 (February 3, 2021): 62. http://dx.doi.org/10.17977/um006v5i12021p62-71.

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This paper explained the pattern of overcoming difficulties of foreign language learning, identifying based one previous study in learning English as a foreign language. Yet, it also shows general strategies that are useful to overcome the difficulties of acquiring a foreign language based on processability theory. Then, it examines that for learning a foreign language, as the learners need proper time and good management; however, the concept reveals need to focus that teacher’s role, learning methods, and strategies are advised. As the previous study shows of authentic material motivated leaners to improve their focus study in a foreign language as a subject.Keywords: process language learning, language Acquisition, language skill, proccessability theory.

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Dyson, Bronwen Patricia. "Learner language analytic methods and pedagogical implications." Sociocognitive Approaches to Second Language Pedagogy 33, no. 3 (January 1, 2010): 30.1–30.21. http://dx.doi.org/10.2104/aral1030.

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Methods for analysing interlanguage have long aimed to capture learner language in its own right. By surveying the cognitive methods of Error Analysis, Obligatory Occasion Analysis and Frequency Analysis, this paper traces reformulations to attain this goal. The paper then focuses on Emergence Analysis, which fine-tunes learner language analysis by measuring the ‘onset’ of spoken grammar as hypothesised in Processability Theory (PT) (Pienemann, 1998, 2005a). Since doubts have been expressed regarding the emergence approach’s rigour and pedagogical relevance, a study is presented which aims to provide a more in-depth and wide-ranging account of the ‘onset’ of. English grammar. Having sketched and amplified Processability Theory’s predictions, the paper applies emergence analysis to the longitudinal development of two adolescent ESL learners. As well as exemplifying the rigour of the emergence procedures, the results show overall support for the more comprehensive predictions. The paper concludes that learner language analysis does not have a deficit emphasis on transition to the target language, as claimed by Firth and Wagner (1997, 2007). Indeed, such methods have a role in assessing developmental readiness in a learner-oriented approach to grammar teaching.

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Dyson, Bronwen Patricia. "Learner language analytic methods and pedagogical implications." Sociocognitive Approaches to Second Language Pedagogy 33, no. 3 (2010): 30.1–30.21. http://dx.doi.org/10.1075/aral.33.3.05dys.

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Methods for analysing interlanguage have long aimed to capture learner language in its own right. By surveying the cognitive methods of Error Analysis, Obligatory Occasion Analysis and Frequency Analysis, this paper traces reformulations to attain this goal. The paper then focuses on Emergence Analysis, which fine-tunes learner language analysis by measuring the ‘onset’ of spoken grammar as hypothesised in Processability Theory (PT) (Pienemann, 1998, 2005a). Since doubts have been expressed regarding the emergence approach’s rigour and pedagogical relevance, a study is presented which aims to provide a more in-depth and wide-ranging account of the ‘onset’ of. English grammar. Having sketched and amplified Processability Theory’s predictions, the paper applies emergence analysis to the longitudinal development of two adolescent ESL learners. As well as exemplifying the rigour of the emergence procedures, the results show overall support for the more comprehensive predictions. The paper concludes that learner language analysis does not have a deficit emphasis on transition to the target language, as claimed by Firth and Wagner (1997, 2007). Indeed, such methods have a role in assessing developmental readiness in a learner-oriented approach to grammar teaching.

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Tabatabaee, Mahin Sadat, Keivan Mahmoodi, and Abbas Bayati. "Processability Theory: Stage-like Development of ‘Copula inversion’ and ‘Negation’ in Iranian EFL Learners’ Writing Performance." International Journal of Foreign Language Teaching and Research 9, no. 38 (December 1, 2021): 27–38. http://dx.doi.org/10.52547/jfl.9.38.27.

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Pienemann, Manfred, and Gisela HÅkansson. "Response article Full transfer vs. developmentally moderated transfer: a reply to Bohnacker." Second Language Research 23, no. 4 (October 2007): 485–93. http://dx.doi.org/10.1177/0267658307080332.

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Ute Bohnacker's (2006) article on the acquisition of the verb second (V2) property in German by native speakers of Swedish (also a V2 language) is an attempted rebuttal of Håkansson et al.'s (2002) work on first language (L1) transfer and aspects of the underlying theory on which the work is based: Processability Theory (Pienemann, 1998). The article by Håkansson et al. presented empirical evidence from a similar population of learners (native language Swedish, target language German), showing that V2 is not transferred at the initial state. Unfortunately, Bohnacker misrepresents key aspects of our work on L1 transfer and, paradoxically, her own data constitute empirical evidence supporting our position, as we show in this response.

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Nakajima, Nobuyuki. "Academic Rheology and Industrial Rheology." Applied Rheology 9, no. 3 (June 1, 1999): 116–25. http://dx.doi.org/10.1515/arh-2009-0009.

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Abstract This paper is an attempt to highlight the problems faced by industrial rheologists. The problems are far more complex than subjects of usual academic pursuit. Because of the lack of scientific methods in both theory and instruments, the industrial rheologist often resort to empirical approach such as a use of the processing machines for processability evaluation. More fundamental approach is desirable. The examples are taken from high density polyethylenes and the period was 1960-1970. Although industry found solutions to the problems, the fundamental understandings have not been developed sufficiently.

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Håkansson, Gisela. "Typological and developmental considerations on specific language impairment in monolingual and bilingual children: A Processability Theory account." Language Acquisition 24, no. 3 (May 24, 2016): 265–80. http://dx.doi.org/10.1080/10489223.2016.1192634.

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Rösel, Uta, and Dietmar Drummer. "Understanding the Effect of Material Parameters on the Processability of Injection-Molded Thermoset-Based Bonded Magnets." Magnetism 2, no. 3 (July 2, 2022): 211–28. http://dx.doi.org/10.3390/magnetism2030016.

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The applications of bonded magnets in the field of injection-molded samples can be expanded by thermoset-based polymer-bonded magnets, as thermosets provide the opportunity to comply with the demands of, for example, the chemical industry or pump systems in drive applications through to their improved chemical and thermal resistance, viscosity and creep behaviour, especially compared to thermoplastic-based magnets. This paper investigates the influence of the matrix material (epoxy resin, phenolic resin), the filler type (strontium-ferrite-oxide, neodymium-iron-boron) and the filler grade on the reaction kinetics and the viscosity. Based on the determination of the impact, the theory of the network structure is founded. The network and the cross-linked structure are essential to know, as they significantly define not only the material but also the sample behaviour. The correlation between the material system and the mechanical as well as the magnetic properties is portrayed based on the general understanding of the behaviour in terms of the reaction kinetics and the viscosity as well as the theory of the network structure. With that, a basic understanding of the correlation within the material system (matrix, filler, filler grade) and between the reaction kinetics, the network and the cross-linked structure was determined, which gives the opportunity to change the mechanical and the magnetic properties based on the analyzed impact factors and to expand the applications of bonded magnets in the field of thermoset-based ones.

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Arends, Myra. "Verwervingsvolgorde In Het Nederlands Als Tweede Taal." Toegepaste Taalwetenschap in Artikelen 77 (January 1, 2007): 79–89. http://dx.doi.org/10.1075/ttwia.77.08are.

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The assumption that L2 acquisition is constrained by processing is the basis for several approaches to SLA. Pienemann's Processability Theory (PT) is one of them (Pienemann, 1998; 2005). PT is a universal framework that predicts the order in which certain morphological and syntactic phenomena of a specific language are acquired. The current paper presents the results of a test of the validity of PT for L2 Dutch. For this study I elicited utterances of 32 foreign students learning Dutch. Three phenomena were chosen for this test: (i) attributive adjective-noun agreement; (ii) subject-verb agreement in main clauses: (iii) the placement of conjugated verbs in subordinate clauses. These phenomena are located at successive developmental stages in the hierarchy predicted by PT. The presented results appear not to support PT and raise questions about the predictions made by the theory.

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Journal articles on the topic 'Processability theory'

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