Natural or Artificial
Is the Route of L2 Development Teachable
Bibliographic Data
| ID | 7900541 |
|---|---|
| Authors | Xian Zhang (0000-0002-5841-6899, Guangdong University of Foreign Studies), James P Lantolf (0000-0003-4131-8368, Pennsylvania State University, corresponding author) |
| Year | 2015 |
| Volume | 65 |
| Issue | 1 |
| Pages | 152-180 |
| Publication date | 2015-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12094 |
| OpenAlex | W1502807252 |
| Language | EN |
| Citations received | 17 |
| References cited | 26 |
The current study was designed to assess the central claim of the Teachability Hypothesis (TH), a corollary of general Processability Theory (PT), which predicts instruction cannot alter posited universal, hierarchically organized psycholinguistic constraints behind PT's developmental sequences. We employed an interventional design, which adhered to instructional procedures of Systemic Theoretical Instruction, and we taught four university learners at Stage 2 (subject‐verb‐object) Chinese topicalization for Stage 4 (object‐first, e.g., Pizza tā yě chī le, Pizza 他 也 吃了, ‘Pizza he also ate’). We believe the findings show that, under the instructional conditions utilized in the study, the predictions of TH do not hold. We conclude it is possible to artificially construct a developmental route different from the one predicted by natural developmental sequences, in agreement with the claims of Vygotsky's developmental education
Cognitive science · Construct (python library) · Linguistics · Mathematics education · Natural (archaeology) · Object (grammar) · Programming language · Subject (documents) · Topicalization · Computer Science · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Innovative Education and Learning Practices · Philosophy · Psychology
Sociocultural Theory
Task-Based Language Teaching
Testing the Topic Hypothesis
A Concept-based Approach to the Instruction of the Chinese ba-construction
Technology-Enhanced Conceptual Instruction
Teacher written feedback on adult beginners’ writing in a second language
Instructed concept appropriation for developing knowledge of second language academic discourse context
Empowering preservice English teachers with language assessment literacy concepts and practices
The impact of prior explicit instruction on EFL task performance
The role of perceptual salience in the L2 acquisition sequence of the Arabic construct state
Teacher mediation in L2 classroom task-based interaction
Developing L2 semantic knowledge of English modality through concept‐based language instruction
Digital Language Learning
Response to Pienemann's Critique of Zhang and Lantolf (2015)
An Outline of Processability Theory and Its Relationship to Other Approaches to SLA
Variability and Variation in Second Language Acquisition Orders
Researching Acquisition Sequences
Bilingual education of children
Input processing and grammar instruction in second language acquisition
Language Processing and Second Language Development
Sociocultural Theory and the Pedagogical Imperative in L2 Education
Declarative and Procedural Determinants of Second Languages
Input, Interaction, and Second Language Development
Is Language Teachable? Psycholinguistic Experiments and Hypotheses
Modelling Learning Difficulty and Second Language Proficiency
Elicited Imitation as a Measure of L2 Implicit Knowledge
Processability Theory and the role of morphology in English as a second language development
The Common Sense of Teaching Foreign Languages
The psychology of intelligence
The Interpretation of Elicited Sentence Imitation in a Standardized Context
Acquisition of German Word Order in Tutored Learners
The Effect of Formal Instruction on Second Language Acquisition1
| Unique citing works | 17 |
|---|---|
| Citations per year | 1,55 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |