درک پردازش زبان دوم: تمرکز بر نظریه قابلیت پردازش (پردازش و کسب دو زبانه)

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? 5.3.1 PT studies on monolingual acquisition -- 5.3.2 PT studies on bilingual L1 acquisition -- 5.3.3 PT studies on heritage learners/ speakers -- 5.3.4 Children with Language Impairment - PT as diagnostic tool -- 5.4 Conclusion -- Chapter 6. Variation in second language processing -- 6.1 Introduction -- 6.2 Origins: Learner variation in developmental stages -- 6.2.1 The principle of simplification -- 6.2.2 Variation in the MM -- 6.2.3 Variation in Pienemann's early work -- 6.2.4 Variation in the Predictive Framework -- 6.3 Syntactic variation in Processability Theory -- 6.3.1 Hypothesis Space and syntactic conflicts -- 6.3.2 Responding to syntactic problems: The options and trailers of learner types -- 6.3.3 Research on PT's hypothesis on syntactic variation -- 6.4 Morphological variation in Processability Theory -- 6.4.1 Hypothesis Space and morphological conflicts -- 6.4.2 Responding to morphological problems: Options and trailers of learner types -- 6.4.3 Research on PT's hypothesis on morphological variation -- 6.5 Variation in developmental features -- 6.5.1 Variation in L2 English developmental features -- 6.5.2 Variation in other L2s' developmental features -- 6.5.3 Other approaches to variation in developmental features -- 6.6 Conclusion -- Chapter 7. Language teaching, assessment and processing -- 7.1 Introduction -- 7.2 Teachability and language assessment: Foundations -- 7.2.1 The Teachability Hypothesis -- 7.2.2 The Teachability Hypothesis: Cross-linguistic studies -- 7.2.3 Developmental assessment: Foundations -- 7.3 Teachability and language assessment in PT -- 7.3.1 The Teachability Hypothesis in PT -- 7.3.2 PT and cross-linguistic studies of teachability -- 7.3.3 Developmental assessment in PT -- 7.4 Processing and the pedagogical context -- 7.4.1 Processing and syllabus/curriculum design -- 7.4.2 Processing and textbook design 3.3.3 Summary of SSL research before PT -- 3.4 Applying Processability Theory to Swedish -- 3.4.1 PT's predictions for L2 Swedish morphology -- 3.4.2 Testing PT morphological stages on empirical SSL data -- 3.4.3 PT's predictions for L2 Swedish syntax -- 3.4.4 Testing PT syntax stages on empirical SSL data -- 3.5 Studies after 1998, applying Processability Theory -- 3.5.1 Scandinavian L2 acquisition -- 3.5.2 Second and foreign language acquisition of Swedish -- 3.6 New directions -- 3.6.1 Relationship between language teachers' assessment and PT stages -- 3.6.2 Relationship between syntax and morphology -- 3.7 Conclusion -- Chapter 4. The typological challenge in PT -- 4.1 Introduction -- 4.2 Language classifications -- 4.2.1 Language families -- 4.2.2 Morphological typology -- 4.2.3 Configurational and non-configurational languages -- 4.2.4 Head- and dependent-marking -- 4.2.5 External and internal structures -- 4.3 The seventeen target languages analysed with the PT framework -- 4.3.1 Examples of structures selected for PT analysis -- 4.4 Pidgins and creoles through the PT lens -- 4.5 PT and the typology of first languages -- 4.5.1 Background languages in L2 learners of Swedish -- 4.5.2 Backgound languages in L2 learners of Russian -- 4.5.3 DMTH and typology of background languages -- 4.6 Challenges for comparability -- 4.6.1 At which stage are possessive structures placed? -- 4.6.2 What counts as evidence of agreement? -- 4.6.3 What counts as evidence for the subordination procedure? -- 4.6.4 Data analyses -- 4.7 Conclusion -- Chapter 5. Learner categories and PT -- 5.1 Introduction -- 5.2 Second language acquisition -- 5.2.1 PT applied to second versus foreign language learners -- 5.2.2 Instructed versus non-instructed learning in a second language setting -- 5.2.3 Deaf learners of written L2 Swedish -- 5.3 First language acquisition Understanding Second Language Processing -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Acknowledgements -- Chapter 1. Introduction -- 1.1 Introduction -- 1.2 Developmental sequences and PT -- 1.3 L2 development and developmental stages -- 1.4 Methodology and data: What is emergence? -- 1.5 How PT relates to some key SLA concepts -- 1.6 The typological challenge -- 1.7 Different learner categories -- 1.8 Tracking L2 variation -- 1.9 Applications to language pedagogy and assessment -- 1.10 Conclusion -- Chapter 2. L2 development of English -- 2.1 Introduction -- 2.2 Foundations of the ESL stages -- 2.2.1 The SAMPLE project: Grammatical progressions -- 2.2.2 The Pienemann and Johnston stages -- 2.2.3 General developmental stages -- 2.3 PT's morphological stages for L2 English -- 2.3.1 ESL morphological development: The PT account -- 2.3.2 PT's ESL morphological stages -- 2.3.3 Studies of PT's morphological stages -- 2.4 PT's syntactic stages for L2 English -- 2.4.1 ESL syntactic development: The PT account -- 2.4.2 PT's ESL syntactic stages -- 2.4.3 Studies of PT's syntactic stages -- 2.4.4 New theoretical underpinning -- 2.5 New directions in ESL processing -- 2.5.1 What is the shape of the ESL stages? -- 2.5.2 What is the relationship between syntax and morphology in processing? -- 2.5.3 Do the spoken stages apply to other skills? -- 2.6 Conclusion -- Chapter 3. L2 development of Scandinavian languages -- 3.1 Introduction -- 3.2 Swedish as a target language: Morphology and syntax -- 3.2.1 Morphology -- 3.2.1.1 Noun phrase morphology -- 3.2.1.2 Verb phrase morphology -- 3.2.2 Syntax -- 3.3 Pre-PT studies of Scandinavian languages as L2s -- 3.3.1 Studies on SSL Syntax -- 3.3.1.1 Target placement of negation -- 3.3.2 Studies on SSL morphology -- 3.3.2.1 Noun phrase agreement 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