Think of a number: learning to make nouns plural in second language acquisition

Charters, Areta; Jansen, Louise; Dao, Loan

doi:10.4000/cognitextes.527

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Bettoni & Di Biase, 2015;Pienemann, 1998;Pienemann, Di Biase, & Kawaguchi, 2005). This implicational hierarchy of ESL development has been generally supported by a range of empirical studies (e.g., Charters, Jansen, & Dao, 2012;Dyson, 2009;Dyson & Håkansson, 2017;Keßler, 2007;Pienemann, 1998Pienemann, , 2005Pienemann & Keßler, 2011). As Table 1 shows, PT predicts five stages in ESL morphological development.…”

Section: Pt and Pt-hypothesized L2 English Developmentmentioning

confidence: 87%

Learnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings

Tang

2019

Chinese Journal of Applied Linguistics

View full text Add to dashboard Cite

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.

show abstract

Section: Pt and Pt-hypothesized L2 English Developmentmentioning

confidence: 87%

Learnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings

Tang

2019

Chinese Journal of Applied Linguistics

View full text Add to dashboard Cite

show abstract

“…Based on the hypothesis that the processing procedures developed at one stage are a prerequisite for the following stage, PT predicts a hierarchy of processing procedures in morphological and syntactic development of ESL involving a six-stage model of lemma access, category, noun and verb phrase, sentence, and subordinate clause procedures [5] [11] [12]. This implicational hierarchy of ESL development has been generally supported by a range of empirical studies [5] [6] [13][14][15][16][17][18][19]. As Table 1 shows, PT predicts five stages in ESL morphological development.…”

Section: Pt-based L2 English Developmentmentioning

confidence: 95%

A SLA-Based Assessment of ELT Textbooks in FL Settings

Tang¹

2018

Proceedings of the 2018 International Conference on Social Science and Education Reform (ICSSER 2018)

View full text Add to dashboard Cite

This study evaluates four primary-school ELT textbook series used across mainland China from the perspective of psycholinguistics-based SLA. The textbook evaluation aims to determine whether the sequence of grammatical structures introduced as teaching objectives in the series is compatible with the L2 learning sequence stipulated in Processability Theory (PT). The results show a partial consistency between the sequence of grammatical structures in the series and the PT-based learning path. The sequence of structures in the initial stages follows the developmental trajectory of L2 English, while the pedagogical teaching orders of several structures in the later stages differ from their sequences in PT. This may be associated with the theme-based guidelines adopted in the textbooks. Pedagogical suggestions are also provided in terms of the learners' development readiness and the issue of heterogeneity in L2 classrooms.

show abstract

Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China

Tang¹

2016

View full text Add to dashboard Cite

Think of a number: learning to make nouns plural in second language acquisition

Cited by 3 publications

References 0 publications

Learnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings

Learnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings

A SLA-Based Assessment of ELT Textbooks in FL Settings

Learnability and Pedagogical Implication: An Acquisition-Based Evaluation of English Textbooks in China

Contact Info

Product

Resources

About