7. Extending Processability Theory

Pienemann, Manfred; Biase, Bruno Di; Kawaguchi, Shoichiro

doi:10.1075/sibil.30.09pie

Cited by 120 publications

(85 citation statements)

References 24 publications

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“…Thus, the performance of intermediate level learners when they are grouped with learners of other levels/native speakers and their results on CF and NoM remains an open question. Lastly, a broader investigation relating accuracy and specific items learned by different dyadic combinations would require a more explicit grammatical development framework such as, for instance, Processability Theory (Pienemann, Di Biase, & Kawaguchi, 2005).…”

Section: Resultsmentioning

confidence: 99%

Corrective Feedback, Negotiation of Meaning and Grammar Development: Learner-Learner and Learner-Native Speaker Interaction in ESL

Kawaguchi¹,

2012

OJML

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This study aims to investigate the role of corrective feedback and negotiation of meaning within an Interactionist Approach (Long, 1996) in native speaker-Second Language learner and L2 learner-L2 learner interactions. While negotiation of meaning (NoM) and corrective feedback (CF) between native and nonnative speakers has been shown to be helpful for the nonnatives, it remains unclear whether CF and NoM between learners of equivalent or different proficiency produce greater negotiation of meaning and successful uptake of corrective feedback compared to the more traditional native-nonnative interaction. The key issue in this study is whether CF and NoM in different interactional combinations of interlocutors make a difference, in quantitative and qualitative terms. The study adopts a pretest-treatment-posttest design with six participants: two native English speakers, two Chinese L1 NNSs of high English proficiency level (NNS High) and two Chinese L1 NNSs of low English proficiency level (NNS Low). These informants generated 14 different dyads and produced 2377 turns while engaging in task-based interaction. By introducing the notions of group (i.e., NS-NNS versus NNS-NNS groups), combinations (e.g., NS-NNS High versus NNS High-NNS Low), and dyads, it is possible to compare results across groups, combinations and individuals. Results confirm that CF and NoM happen in NNS-NNS interaction yet they differ, qualitatively and quantitatively, according to the type of combination. Significantly, the best rate of success was obtained in the combination of learners with different proficiency levels i.e., the NNS High-NNS Low combination. In addition, error rates decreased from pre-test to post-test in all learners, especially NNS Low, which lends support to the notion that CF and NoM promote second language development also in interaction between learners.

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Section: Resultsmentioning

confidence: 99%

Corrective Feedback, Negotiation of Meaning and Grammar Development: Learner-Learner and Learner-Native Speaker Interaction in ESL

Kawaguchi¹,

2012

OJML

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“…Processability Theory, developed by Pienemann (1998) and his colleagues (Pienemann & Johnston, 1987;Pienemann, Di Biase, & Kawaguhi, 2005), views that L2 learners' cognitive ability to understand and produce language is constrained by a language processor, and that these hierarchically organized constraints result in distinct stages of development in L2 learning. Much empirical evidence (e.g., Johnston, 1985;Pienemann & Mackey, 1993), thus far, has validated these claims and confirmed a predictable order of acquisition.…”

Section: Recent Perspectives On Error and Cf In Slamentioning

confidence: 99%

Corrective Feedback in SLA: Theoretical Relevance and Empirical Research

Chen¹,

Lin²,

Lin³

2016

ELT

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Corrective feedback (CF) refers to the responses or treatments from teachers to a learner's nontargetlike second language (L2) production. CF has been a crucial and controversial topic in the discipline of second language acquisition (SLA). Some SLA theorists believe that CF is harmful to L2 acquisition and should be ruled out completely while others regard CF as an essential catalyst for L2 development. The last two decades have witnessed a dramatic increase in empirical research on the effectiveness of CF. This article, with an aim to provide an informed knowledge of the potential role of CF, briefly traces the history of research on CF and proposes some recommendations for further studies. It starts by surveying a range of theoretical stances on the role of error and error correction (also known as CF) in SLA. It then moves into detailed discussion of three issues on CF heatedly debated either within a cognitive or a sociocultural framework. By examining the empirical findings, some possible topics for further studies are uncovered.

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“…Simply, Processability Theory (PT) is a theory that wants to explain why second language learners follow a similar path in the development of morph syntactic structures (Plag, 2008). Processability Theory (Pienemann, 1998(Pienemann, , 2005) is one of the important second language acquisition approaches studies and it is a universal framework that can predict developmental sequences for any second language. Pienemann (1998Pienemann ( , 2005 mentioned that the logic can be used as underlying of Processability theory is that the language learner at any stage has able to produce and comprehend only those L2 linguistic structures that current stage of language processor can handle.…”

Section: Introductionmentioning

confidence: 99%

“…Processability Theory (Pienemann, 1998(Pienemann, , 2005) is one of the important second language acquisition approaches studies and it is a universal framework that can predict developmental sequences for any second language. Pienemann (1998Pienemann ( , 2005 mentioned that the logic can be used as underlying of Processability theory is that the language learner at any stage has able to produce and comprehend only those L2 linguistic structures that current stage of language processor can handle. The basic assumptions of the language processing in Processability theory are considered in the following items:…”

Section: Introductionmentioning

confidence: 99%

The Impact of Process Ability Theory on the Speaking Abilities of Iranian EFL Learners

Khansir

Zaab

2015

JLTR

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Abstract-This paper is designed to investigate the impact of processability theory on the communicative capabilities (speaking skill) of Iranian EFL learners. In discussion of processability theory, learning strategies is seen based on various stages in language acquisition. This theory was coined by Pienemann in 1988. Speaking skill was the first skill that human being used it in order to resolve communication problems in his life. In this study, Iranian EFL learners' speaking ability in producing the morpheme structures was examined through the use of two production tasks. One through the use of the picture description task which was designed based on special focus on the learners' ability to use target structures in context; another, was reconstruction task used in which learners were asked to read and listen to two audio texts to help the learners focus on forms and elicit the target structures. The result of this article showed that both tasks had effective instruments to help EFL learners to produce the target structures in the order predicted by processability theory.

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7. Extending Processability Theory

Cited by 120 publications

References 24 publications

Corrective Feedback, Negotiation of Meaning and Grammar Development: Learner-Learner and Learner-Native Speaker Interaction in ESL

Corrective Feedback, Negotiation of Meaning and Grammar Development: Learner-Learner and Learner-Native Speaker Interaction in ESL

Corrective Feedback in SLA: Theoretical Relevance and Empirical Research

The Impact of Process Ability Theory on the Speaking Abilities of Iranian EFL Learners

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