10396nam 22006133 450 991098567580332120231110224726.097890272549179027254915(MiAaPQ)EBC30325610(Au-PeEL)EBL30325610(CKB)25950674400041(OCoLC)1360433087(EXLCZ)992595067440004120230109d2023 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierProcessability and language acquisition in the Asia-Pacific regionSatomi Kawaguchi1st ed.Amsterdam/PhiladelphiaJohn Benjamins Publishing Company,2023.©2023.1 online resource (319 pages)Processability Approaches to Language Acquisition Research and Teaching vol. 9Print version: Kawaguchi, Satomi Processability and Language Acquisition in the Asia-Pacific Region Amsterdam/Philadelphia : John Benjamins Publishing Company,c2023 9789027212870 Intro -- Processability and Language Acquisition in the Asia-Pacific Region -- Editorial page -- Title page -- Copyright page -- Table of contents -- Acknowledgements -- Chapter 1. Processability Theory, second language learning and teaching in the Asia-Pacific region -- 1.Introduction -- 2.Second/foreign language learning in Asia-Pacific region -- 2.1English language education -- 2.2Asian languages as L2 -- 3.Theoretical background -- 3.1Original PT -- 3.2Contemporary PT -- 3.2.1Lexical mapping hypothesis -- 3.2.2The Topic Hypothesis and the Prominence Hypothesis -- 4.Contributions to this volume -- 5.Conclusion -- References -- Part 1. Asian languages as second languages -- Chapter 2. Studies of Japanese as a second language and their contribution to Processability Theory -- 1.Introduction -- 2.Early studies in JSL: Approaches &amp -- methods -- 3.Morphological and syntactic PT stages in Japanese L2 -- 3.1Morphological stages -- 3.2Syntactic stages -- The Prominence Hypothesis -- The Lexical Mapping Hypothesis -- 4.Empirical studies in JSL -- 4.1Earlier studies -- 4.2Longitudinal studies -- 4.3Studies on bilingual first language acquisition -- 4.4Testing the generalisability of Japanese L2 stages in PT -- 4.5Causative structures -- 4.6Studies using learner corpora: Tense and aspect -- 4.7Experimental studies -- 5.PT applications to language assessment and language learning/teaching -- 5.1Application of PT to language assessment -- 5.2Evaluation of learner performance in chat-log using PT -- 5.3Designing a language learning mobile app LexiFunII based on PT -- 6.Conclusion: Issues, challenges and opportunities -- Acknowledgements -- References -- Chapter 3. The development of lexical mapping in Chinese L2The mapping of multiple arguments, passive and causative structures -- 1.Introduction -- 2.Literature review on the acquisition of Chinese.3.The Lexical Mapping Hypothesis and L2 Chinese syntax -- 3.1The Lexical Mapping Hypothesis -- 3.2L2 Chinese syntax -- 4.The study -- 4.1Informants and data collection -- 4.2Data analysis -- 5.Results and discussion -- 5.1Default mapping -- Default mapping and additional arguments -- 5.2Nondefault mapping -- 6.Conclusion -- References -- Appendix A. -- Appendix B. -- Appendix C. -- Chapter 4. Extending PT to split ergative marking and differential object markingSome hypotheses for L2 Hindi -- 1.Introduction -- 2.PT on L2 case acquisition -- 3.Hindi case marking -- 4.L2 acquisition of Hindi case marking -- 5.Developmental hypotheses on split ergativity and DOM in L2 Hindi -- 6.Conclusion -- References -- Chapter 5. Acquiring content questions in Japanese child second language -- 1.Introduction -- 2.Content questions in English and Japanese -- 3.The acquisition of content questions -- 3.1Acquisition of content question in L1 -- 3.2Acquisition of content questions in L2 -- 3.3Bilingual First Language Acquisition (BFLA) -- 4.The Prominence Hypothesis in PT -- 5.The study -- 5.1The informant -- 5.2Data collection and tasks -- 5.3Data analysis -- 6.Results and discussion -- 6.1Question words -- 6.2Developmental sequence of content questions -- 6.3Prominence Hypothesis-based developmental sequence of content questions -- 7.Conclusion -- Acknowledgement -- References -- Appendix A.Examples of tasks eliciting content questions -- Chapter 6. Japanese L2 corpora and SLA research -- 1.Introduction -- 2.Learner corpora -- 3.Japanese learner corpora -- 4.Corpus-based acquisition studies in Japanese -- 4.1Longitudinal learner corpus, C-JAS, on Japanese demonstratives -- 4.2I-JAS: Large-scale learner corpus of Japanese L2 with typological spread of L1 -- 4.3Japanese L2 corpus-based studies within Processability Theory -- 5.Conclusion -- Funding -- Acknowledgements.References -- Appendix.Pictures for story telling/ writing task -- Part 2. Bilingual first language acquisition and PT -- Chapter 7. The bilingual development of plural marking in a Malay-English child -- 1.Introduction -- 2.Plural expressions in English and Malay -- 3.The acquisition of plurality in First Language Acquisition (FLA) and Bilingual First Language Acquisition (BFLA) studies -- 4.Acquisition of plurality based on Processability Theory -- 5.PT-based hypothesis for English and Malay plural development -- 5.1Method -- 5.2Data collection -- 5.3Data analysis -- 6.Results and discussion -- i.Malay Lemma/word level -- ii.Malay Category(Lexical) procedure -- iii.Malay Phrasal procedure -- i.English Lemma/Word level -- ii.English Category(Lexical) procedure -- iii.English Phrasal procedure -- 7.Conclusion -- Funding -- References -- Chapter 8. Development of Japanese and English polar questions in bilingual first language acquisition -- 1.Introduction -- 2.English and Japanese polar questions -- 3.A review of the literature -- 3.1First language acquisition -- 3.2L1 developmental path of polar questions -- 3.3English-Japanese bilingual children's development -- 4.The Prominence Hypothesis and the development of polar questions -- 5.Methodology -- 5.1Informant and data collection -- 5.2Haru's general linguistic milestones -- 5.3Data analysis -- 6.Results and discussion -- 6.1English polar questions -- 6.1.1Developmental path of English polar questions -- 6.1.2Applying the Prominence Hypothesis to English polar questions -- 6.2Japanese polar questions -- 6.2.1Developmental path of Japanese polar questions -- 6.2.2Applying the Prominence Hypothesis to Japanese polar questions -- 7.Conclusion -- References -- Part 3. English as Foreign Language (EFL) in Asia.Chapter 9. Developmentally moderated focus on form in an Indonesian kindergarten EFL programme -- 1.Introduction -- 2.Expressions of plurality in Indonesian and English -- 3.Studies on the acquisition of plural marking in English as a second language (ESL) -- 4.Theoretical frameworks -- 4.1Processability Theory and Teachability Hypothesis -- 4.2Focus on Form -- 4.3Developmentally moderated focus on form (DMFonF) -- 5.Research design -- 6.Results -- 6.1Lexical development at pre-test and post-test -- 6.2Grammatical development at pre-test and post-test -- 6.2.1The baseline from the meaning-based programme -- 6.2.2The Post-test results after DMFonF intervention -- 7.Discussion -- 8.Conclusion -- Acknowledgements -- References -- Chapter 10. The acquisition of polar questions in Chinese learners of English as a foreign languageA processability approach -- 1.Issues in researching the SLA of polar questions -- 2.Methodology -- 2.1Learners -- 2.2Data collection and transcription -- 3.Analysis and results -- 3.1Polar questions with canonical word order and rising intonation -- 3.2Polar questions starting with a non-aux-like question marker -- 3.3Polar questions starting with a prefabricated pattern -- 3.4Polar questions potentially with non-canonical word order -- 3.4.1Potential auxiliary 'DO' -- 3.4.2Potential auxiliary 'BE' -- 3.4.3Polar questions apparently starting with a modal verb -- 3.5Summary of structures -- 4.Discussion -- 5.Conclusion -- References -- Appendix 1.Pictures used in the spot-the-differences task -- Appendix 2.Pictures used in the story-guessing-and-picture-sequence task -- Chapter 11. Testing the validity of Processability Theory through a corpus-based analysisThe acquisition of plural marking in English speaking and writing by Japanese native speakers -- 1.Introduction -- 2.Plural marking in English and Japanese.3.Developmental stages: Processability Theory (PT) -- 4.Literature review -- 4.1English plural marking -- 4.2Speaking versus writing -- 4.3Learner corpus research -- 5.The study -- 5.1Research design -- 5.1.1Participants -- 5.1.2Materials -- 5.1.3Data collection procedure -- 5.1.4Learner corpus construction -- 5.1.5Data size -- 5.1.6Data analysis -- 6.Results and discussion -- 6.1Output frequency of the plural -s on nouns -- 6.2Acquisition of plural marking -- 6.3Comparison of PT stages between speaking and writing -- 7.Conclusion -- Funding -- Acknowledgements -- References -- About the authors -- Index.This PALART volume makes an original addition to the Series as it opens a stimulating window on the Asia-Pacific region of the world by bringing together a great deal of empirical and theoretical new work in Second Language Acquisition within the Processability Theory (PT) framework.Processability Approaches to Language Acquisition Research and Teaching Second language acquisitionPsycholinguisticsInterlanguage (Language learning)Language and languagesStudy and teachingPacific AreaEssays.lcgftSecond language acquisition.Psycholinguistics.Interlanguage (Language learning)Language and languagesStudy and teaching418.0071/05Kawaguchi Satomi1792899Di Biase Bruno1792900Yamaguchi Yumiko1792901MiAaPQMiAaPQMiAaPQBOOK9910985675803321Processability and language acquisition in the Asia-Pacific region4332053UNINA