Processability Theory is Manfred Pienemann’s highly cited psycholinguistic theory of Second Language Acquisition offering a transitional paradigm that accounts specifically for the development of grammar in the learner. This volume expands on PT’s explicit (falsifiable) and universal definition of developmental stages, and proposes (a) fresh interpretations of earlier achievements; (b) explicit treatment of the development of syntax and its interface with discourse-pragmatic motivations – a rarely explained aspect of L2 development; and (c) numerous pointers for future studies.
The first part of the volume introduces the editors’ new version of the theory. In the second part this pays back handsomely in terms of reconceptualising the staging of L2 development with reference to three languages covering a good chunk of typological space between them: English, a configurational, subject prominent language; Italian, a null-SUBJ head-marking language; and Japanese, a zero-anaphora, dependent-marking language, which is both subject and topic prominent. The following chapters in the third part explore languages (e.g., Russian), issues (e.g., Spanish differential object marking), populations (e.g., L2 in autistic learners), and applications (e.g., L2 teaching through CALL) not previously treated in PT.
Tight editorial work, however, ensures that all the chapters contribute coherently to the editors’ new approach to PT. In all – an exciting reading for postgraduate students and researchers of SLA as well as language teachers and learners.
FOCALIZZARE LA FORMA: SVILUPPO DELLA COMPETENZA LINGUISTICA NELLA CLASSE MULTILINGUE DELLA SCUOLA PRIMARIA
