Exploring the typological plausibility of Processability Theory: language development in Italian second language and Japanese second language

2002 ◽  
Vol 18 (3) ◽  
pp. 274-302 ◽  
Author(s):  
Bruno Di Biase ◽  
Satomi Kawaguchi
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Language Development ◽  
Functional Grammar ◽  
Empirical Observation ◽  
Lexical Functional Grammar ◽  
Processability Theory ◽  
General Architecture ◽  
Germanic Languages ◽  
Grammatical Structures

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).

Content-based language teaching with functional grammar in the elementary school

2014 ◽  
Vol 49 (1) ◽  
pp. 116-128 ◽  
Author(s):  
Mary J. Schleppegrell
Keyword(s):  
Elementary School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Development ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Functional Grammar ◽  
School Subjects ◽  
Do So

Today many second language (L2) teachers work with school-aged learners who need to be supported in their language development at the same time they learn school subjects. Applied linguists and researchers in second language acquisition (SLA) have much to contribute to those teachers, but to do so in more powerful ways calls for an orientation toward the goals of the content classroom. This plenary describes a project in which the theory of systemic functional linguistics is providing useful metalanguage for exploring language and meaning in curricular activities that also support disciplinary learning. It illustrates how language-based content teaching can provide the support children need.

Examining the Processability Theory

1996 ◽  
Vol 55 ◽  
pp. 75-88
Author(s):  
Björn Hammarberg
Keyword(s):  
Adult Learners ◽  
Test Case ◽  
Relative Role ◽  
L2 Acquisition ◽  
Grammatical Development ◽  
Dynamic View ◽  
L2 Development ◽  
Processability Theory ◽  
Grammatical Structures

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.

Sign in / Sign up

Export Citation Format

Share Document