A Processability Approach to Instructed Language Learning in Multilingual Contexts

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DC Field	Value
dc.identifier	ECF_article_8182
dc.title	A Processability Approach to Instructed Language Learning in Multilingual Contexts. Developmental Stages from a Receptive Competence Perspective
dc.contributor.author	Forsyth Helen Victoria
dc.publisher	Edizioni Ca’ Foscari - Venice University Press, Fondazione Università Ca’ Foscari
dc.type	Research Article
dc.language.iso	en
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/riviste/elle/2022/2/a-processability-approach-to-instructed-language-l/
dc.description.abstract	Existing research indicates a qualitative difference between Second Language Learning and Third Language Acquisition, and certain psycholinguistic and developmental aspects of multilingual learners merit investigation. The present article examines stages in receptive learner acquisition of English as a Third Language at Italian medium primary schools in South Tyrol (Italy) employing a picture selection task and implicational scaling analysis. It highlights the role that processing approaches to acquisition proposing constraints on developmental readiness and cross-linguistic influence may play in the emergence of receptive competence in morphosyntactic structures.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 11 \| Issue 2 \| July 2022
dc.issued	2022-07-29
dc.dateAccepted	2022-04-21
dc.dateSubmitted	2021-12-30
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.30687/ELLE/2280-6792/2022/02/003
dc.peer-review	yes
dc.subject	Developmentally Moderated Transfer Hypothesis
dc.subject	Multilingualism
dc.subject	Processability Theory
dc.subject	Receptive competence
dc.subject	Teachability Hypothesis
dc.subject	Third Language Acquisition

Research Article
open access peer reviewed

Developmental Stages from a Receptive Competence Perspective

Helen Victoria Forsyth Libera Università di Bolzano, Italia

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abstract

Existing research indicates a qualitative difference between Second Language Learning and Third Language Acquisition, and certain psycholinguistic and developmental aspects of multilingual learners merit investigation. The present article examines stages in receptive learner acquisition of English as a Third Language at Italian medium primary schools in South Tyrol (Italy) employing a picture selection task and implicational scaling analysis. It highlights the role that processing approaches to acquisition proposing constraints on developmental readiness and cross-linguistic influence may play in the emergence of receptive competence in morphosyntactic structures.

Published

July 29, 2022

Accepted

April 21, 2022

Submitted

Dec. 30, 2021

Language

Keywords: Third Language Acquisition • Receptive competence • Processability Theory • Multilingualism • Developmentally Moderated Transfer Hypothesis • Teachability Hypothesis

permalink http://doi.org/10.30687/ELLE/2280-6792/2022/02/003

Copyright: © 2022 Helen Victoria Forsyth. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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