Rivista | EL.LE
Fascicolo | 11 | 2 | 2022
Articolo | A Processability Approach to Instructed Language Learning in Multilingual Contexts
A Processability Approach to Instructed Language Learning in Multilingual Contexts
Developmental Stages from a Receptive Competence Perspective
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.
Presentato: 30 Dicembre 2021 | Accettato: 21 Aprile 2022 | Pubblicato 29 Luglio 2022 | Lingua: en
Keywords Processability Theory • Third Language Acquisition • Receptive competence • Teachability Hypothesis • Developmentally Moderated Transfer Hypothesis • Multilingualism
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.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2022/02/003
