Processability theory and pedagogical progression in an Italian textbook
Bibliographic Data
| ID | 20438426 |
|---|---|
| Authors | Katharina Zipser (0009-0009-6052-7406, Universität Innsbruck, corresponding author) |
| Year | 2012 |
| Volume | 52 |
| Issue | 1 |
| Pages | 55-68 |
| Publication date | 2012-12-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Linguistica (JOURNAL) |
| Journal identifiers | ISSN: 0024-3922 • E-ISSN: 2350-420X |
| Publisher | University of Ljubljana (PUBLISHER • SI) |
| DOI | 10.4312/linguistica.52.1.55-68 |
| OpenAlex | W124449305 |
| Language | EN |
| References cited | 3 |
Most L2-learners are taught a language on the basis of a textbook. But are these textbooks arranged according to the learners’ needs? For the present study the grammatical structures and their progression in an Italian-language textbook were analysed, and they were compared to the learners’ speaking ability to cross-check the degree of correspondence between what is taught following the textbook and what is actually learned. The question is asked in how far textbook design should consider the findings of current SLA research. It is suggested that even though Processability Theory is right to predict that language acquisition develops in stages, instruction need not be strictly sequenced. Above all it is important to distinguish between input, intake and expected output
Degree (music) · Linguistics · Mathematics education · EFL/ESL Teaching and Learning · Linguistic Studies and Language Acquisition · Philosophy · Psychology · Second Language Learning and Teaching
| Highly cited | No |
|---|