Production and Comprehension in Processability Theory: A Self-Paced Reading Study

Autor/inn/en	Spinner, Patti; Jung, Sehoon
Titel	Production and Comprehension in Processability Theory: A Self-Paced Reading Study
Quelle	In: Studies in Second Language Acquisition, 40 (2018) 2, S.295-318 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
Schlagwörter	Reading Processes; English (Second Language); Second Language Learning; Second Language Instruction; Interviews; Oral Language; Speech Communication; Grammar; Sentence Structure; Prediction; Native Speakers; Control Groups; Reading Comprehension; Language Proficiency; Language Processing; Linguistic Theory + Suchen Sie Ihr Suchwort? Leseprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Interviewing; Interviewtechnik; Oral interpretation; Mündlicher Sprachgebrauch; Grammatik; Satzbau; Satzstruktur; Vorhersage; Muttersprachler; Leseverstehen; Language skill; Language skills; Sprachkompetenz; Sprachverarbeitung; Linguistische Theorie
Abstract	The purpose of this study was to determine whether processability theory (PT; Pienemann, 1998, 2005) accounts for the emergence of grammatical forms and structures in comprehension. Sixty-one learners of English participated in oral interviews that elicited a variety of structures relevant to PT. Learners were divided into two groups: those who produced these structures productively in speech (high level) and those who did not (low level). These groups then read grammatical and ungrammatical sentences with PT structures in a self-paced reading task. Based on Pienemann (1998), PT predicts that the high-level group should perform similarly to native speakers. However, only the native speaker control group demonstrated sensitivity to ungrammaticalities. There was evidence that learners might have acquired lower-stage structures in an implicational order in comprehension, but it was quite mixed. These results have implications for PT and for models of the L2 linguistic system that include both production and comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01