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[null,"1.","Record Nr.",null,"UNINA9910985675803321"]
[null,null,"Autore",null,"Kawaguchi Satomi"]
[null,null,"Titolo",null,"Processability and language acquisition in the Asia-Pacific region / Satomi Kawaguchi"]
[null,null,"Pubbl/distr/stampa",null,"Amsterdam/Philadelphia, : John Benjamins Publishing Company, , 2023"]
[{"$nulls":4},"©2023"]
[null,null,"ISBN",null,"9789027254917"]
[{"$nulls":4},"9027254915"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"1 online resource (319 pages)"]
[null,null,"Collana",null,"Processability Approaches to Language Acquisition Research and Teaching ; vol. 9"]
[null,null,"Disciplina",null,"418.0071/05"]
[null,null,"Soggetti",null,"Second language acquisition"]
[{"$nulls":4},"Psycholinguistics"]
[{"$nulls":4},"Interlanguage (Language learning)"]
[{"$nulls":4},"Language and languages - Study and teaching - Pacific Area"]
[{"$nulls":4},"Essays."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"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: "]
[{"$nulls":4},"Tense and aspect -- 4.7Experimental studies -- 5.PT applications to language assessment and language learning/teaching -- 5.1Application of PT to language assessment -- 5.2Evaluation of learner performance in chat-log using PT -- 5.3Designing a language learning mobile app LexiFunII based on PT -- 6.Conclusion: Issues, challenges and opportunities -- Acknowledgements -- References -- Chapter 3. The development of lexical mapping in Chinese L2The mapping of multiple arguments, passive and causative structures -- 1.Introduction -- 2.Literature review on the acquisition of Chinese."]
[{"$nulls":4},"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."]
[{"$nulls":4},"References -- Appendix.Pictures for story telling/ writing task -- Part 2. Bilingual first language acquisition and PT -- Chapter 7. The bilingual development of plural marking in a Malay-English child -- 1.Introduction -- 2.Plural expressions in English and Malay -- 3.The acquisition of plurality in First Language Acquisition (FLA) and Bilingual First Language Acquisition (BFLA) studies -- 4.Acquisition of plurality based on Processability Theory -- 5.PT-based hypothesis for English and Malay plural development -- 5.1Method -- 5.2Data collection -- 5.3Data analysis -- 6.Results and discussion -- i.Malay Lemma/word level -- ii.Malay Category(Lexical) procedure -- iii.Malay Phrasal procedure -- i.English Lemma/Word level -- ii.English Category(Lexical) procedure -- iii.English Phrasal procedure -- 7.Conclusion -- Funding -- References -- Chapter 8. Development of Japanese and English polar questions in bilingual first language acquisition -- 1.Introduction -- 2.English and Japanese polar questions -- 3.A review of the literature -- 3.1First language acquisition -- 3.2L1 developmental path of polar questions -- 3.3English-Japanese bilingual children's development -- 4.The Prominence Hypothesis and the development of polar questions -- 5.Methodology -- 5.1Informant and data collection -- 5.2Haru's general linguistic milestones -- 5.3Data analysis -- 6."]
[{"$nulls":4},"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."]
[{"$nulls":4},"Chapter 9. Developmentally moderated focus on form in an Indonesian kindergarten EFL programme -- 1.Introduction -- 2.Expressions of plurality in Indonesian and English -- 3.Studies on the acquisition of plural marking in English as a second language (ESL) -- 4.Theoretical frameworks -- 4.1Processability Theory and Teachability Hypothesis -- 4.2Focus on Form -- 4.3Developmentally moderated focus on form (DMFonF) -- 5.Research design -- 6.Results -- 6.1Lexical development at pre-test and post-test -- 6.2Grammatical development at pre-test and post-test -- 6.2.1The baseline from the meaning-based programme -- 6.2.2The Post-test results after DMFonF intervention -- 7.Discussion -- 8.Conclusion -- Acknowledgements -- References -- Chapter 10. The acquisition of polar questions in Chinese learners of English as a foreign languageA processability approach -- 1.Issues in researching the SLA of polar questions -- 2.Methodology -- 2.1Learners -- 2.2Data collection and transcription -- 3.Analysis and results -- 3.1Polar questions with canonical word order and rising intonation -- 3.2Polar questions starting with a non-aux-like question marker -- 3.3Polar questions starting with a prefabricated pattern -- 3.4Polar questions potentially with non-canonical word order -- 3.4.1Potential auxiliary 'DO' -- 3.4.2Potential auxiliary 'BE' -- 3.4.3Polar questions apparently starting with a modal verb -- 3.5Summary of structures -- 4.Discussion -- 5.Conclusion -- References -- Appendix 1.Pictures used in the spot-the-differences task -- Appendix 2.Pictures used in the story-guessing-and-picture-sequence task -- Chapter 11. Testing the validity of Processability Theory through a corpus-based analysisThe acquisition of plural marking in English speaking and writing by Japanese native speakers -- 1.Introduction -- 2.Plural marking in English and Japanese."]
[{"$nulls":4},"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."]
[null,null,null,"Sommario/riassunto","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."]