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Developing, Modelling and Assessing Second Languages [Kõva köide]

Edited by (Paderborn University), Edited by (Carl-von-Ossietzky Gymnasium Bonn), Edited by (Ludwigsburg University of Education)
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Developing, Modelling and Assessing Second LanguagesSuurem pilt
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Püsilink: https://www.kriso.ee/db/9789027203052.html
Märksõnad:
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. As of January 2019, this e-book is freely available, thanks to the support of libraries working with Knowledge Unlatched.

Arvustused

Keßler et al. have accomplished their objective to bring together theory development and theory application within the framework of PT. Along with insightful implications for L2 teaching and assessment, this bridging of theory and practice is one of the many hallmarks of their volume that will catch the attention of readers interested in PT-based research. The book makes a valuable contribution to L2 acquisition and PT research and should be on the reading wish list of researchers, language teachers, graduate students, and anyone interested in psycholinguistic approaches to L2 acquisition. -- John W. Schwieter, Wilfrid Laurier University, in Applied Linguistics 38(5): 771-774

Acknowledgments vii
Modelling and assessing second language acquisition: 30 years onwards ix
Anke Lenzing
About this book xv
Part I Theory Development
The development of argument structure in the initial L2 mental grammatical system
3(32)
Anke Lenzing
Question constructions, argument mapping, and vocabulary development in English L2 by Japanese speakers: A cross-sectional study
35(30)
Satomi Kawaguchi
Processability Theory and language development in children with Specific Language Impairment
65(14)
Gisela Hakansson
Testing the Developmentally Moderated Transfer Hypothesis: The initial state and the role of the L2 in L3 acquisition
79(22)
Manfred Pienemann
Anke Lenzing
Jorg-U. Keßler
Part II Theory Assessment
The `tense' issue: Variable past tense marking by advanced end-state Chinese speakers of L2 English
101(20)
Yanyin Zhang
Bo Liu
Acquisition as a gradual process: Second language development in the EFL classroom
121(14)
Jana Roos
Psychometric approaches to language testing and linguistic profiling -- A complementary relationship?
135(28)
Katharina Hagenfeld
Assessing linguistic levels of L2 English in primary school programs
163(30)
Esther Maier
Lea Neubauer
Katharina Ponto
Stefanie Couve de Murville
Kristin Kersten
Diagnosing L2-English in the communicative EFL Classroom: A task-based approach to individual and developmentally moderated focus on form in a meaning-focused setting
193(14)
Jorg-U. Keßler
Mathias Liebner
The cognitive processes elicited by L2 listening test tasks -- A validation study
207(32)
Henning Rossa
About the Authors 239(4)
Index 243