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A Processability Approach to Instructed Language Learning in Multilingual Contexts

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
EN

Keywords: Receptive competenceMultilingualismDevelopmentally Moderated Transfer HypothesisThird Language AcquisitionProcessability TheoryTeachability Hypothesis

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.