Teachability and Learnability across Languages addresses key issues in second, foreign and heritage language acquisition, as well as in language teaching.
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.
Content and language integrated learning (CLIL) has been widely implemented in Europe. This article presents a randomised controlled field experiment on the effects of CLIL on students' science ...learning. Thirty sixth-grade intermediate-track German secondary-school classes (722 students) were randomly assigned to learn (5 lessons, 90 min each) a physics topic taught either in German or in English and German. We expected that the monolingually taught students would outperform the bilingually taught ones immediately after the intervention. For the follow-up test 6 weeks later, the same or smaller differences between the groups were expected due to the potential for a deeper processing of the subject matter in the bilingual condition. The results showed that the bilingually educated students' learning gains were smaller than the monolingually educated ones' immediately after the intervention (d = −0.21) and at follow-up (d = −0.23). The expectation of more sustainable processing was not supported.
•Monolingually educated students outperformed bilingually educated ones in science.•Also, bilingually educated students did not remember information better six weeks after the intervention.•However, the negative effects of bilingual instruction were only small.
In this chapter one of the key components of Processability Theory for classroom applications is introduced: Teaching a foreign language is constrained by the PT hierarchy. This has been known as the ..."Teachability Hypothesis" introduced by Pienemann in 1984. This chapter summarizes the Teachability Hypothesis and discusses the role of input and output in foreign language classrooms from a PT perspective. The chapter concludes by a discussion of developmentally moderated approaches to foreign language teaching and shows that PT accounts for innovative approaches to focus on form and TBLT.
Research in Second Language Acquisition: Empirical Evidence Across Languages provides an overview of current research within the Processability Theory framework (Pienemann 1998; 2005). The articles ...in this volume combine a more theoretical approach in order to further extend the theory and studies utilizing PT to further investigate bilingual language acquisition and language development in natural and institutional settings. Taking these different aspects into consideration, this volume is organised in two parts. Part 1 Second Language Processing: Contributions to Theory Development contains a number of papers discussing the inclusion of further theoretical aspects into PT, focusing on English as a second language. In Part 2 Second Language Grammars across Languages, PT is applied to a number of typologically different languages and contexts.
Comparing levels of processability across languages Pienemann, Manfred; Keßler, Jörg-U.; Itani-Adams, Yuki
The international journal of bilingualism : cross-disciplinary, cross-linguistic studies of language behavior,
06/2011, Letnik:
15, Številka:
2
Journal Article
Recenzirano
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.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, ODKLJ, OILJ, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
A fundamental issue in second language acquisition research and in applied linguistics is the question of how learners acquire a second language. Today it is general knowledge that any second ...language learning follows certain, theoretically established and empirically supported developmental sequences. Based on Processability Theory (Pienemann 1998 and 2005) one can diagnose current states of individual learners second language development. Knowing about the path of second language developme.
Die Nutzung digitaler Medien in der Schule wird zunehmend wichtig. Oftmals fehlen Lehrerinnen und Lehrern jedoch sowohl notwendige Kompetenzen im Umgang mit digitalen Medien als auch Kenntnisse über ...sinnvolle didaktische Ansätze. Jedoch können diese neuen Technologien neue Chancen vor allem Hinblick auf die schulische Förderung von Schülern und Schülerinnen mit Migrationshintergrund bieten. Vor diesem Hintergrund wird in diesem Beitrag aufgezeigt, wie Lehramtsstudierende den Umgang mit digitalen Medien im Englischunterricht in der Grundschule im Rahmeneines praxisorientierten Seminars aus nächster Nähe kennenlernen und die im Seminar entwickelten Unterrichtskonzept ein einer Grundschule erproben können.
PDF