Teachability and Learnability across Languages Edited by Ragnar Arntzen, Gisela Håkansson, Arnsterie Hjelde, and Jörg-U. Keßler (2019)

Authors

  • Yumiko Yamaguchi Tokai University

DOI:

https://doi.org/10.1558/isla.21786

Keywords:

TEACHABILITY, LEARNABILITY, LANGUAGE TEACHING, PROCESSABILITY THEORY, SECOND LANGUAGE ACQUISITION, HERITAGE LANGUAGE ACQUISITION

Abstract

Teachability and Learnability across Languages Edited by Ragnar Arntzen, Gisela Håkansson, Arnsterie Hjelde, and Jörg-U. Keßler (2019) Amsterdam/Philadelphia: John Benjamins, 263 pp.

References

Bresnan, J. (2001). Lexical-Functional Syntax. Blackwell.

Dimroth, C., Rast, R., Starren, M. & Watorek, M. (2013). Methods for studying the learning of a new language under controlled input conditions: The VILLS project. Eurosla Yearbook 13: 109–38. https://doi.org/10.1075/eurosla.13.07dim

Levelt, W.J.M. (1989). Speaking. From Intention to Articulation. Cambridge: Cambridge University Press.

Pienemann, M. (1984). Psychological constraints on the teachability of languages. Studies in Second Language Acquisition 6(2): 186–214. https://doi.org/10.1017/S0272263100005015

Pienemann, M. (1998). Language Processing and Second Language Development: Processability Theory. Amsterdam: John Benjamins.

Pienemann, M. (Ed.) (2005). Cross-Linguistic Aspects of Processability Theory. Amsterdam: John Benjamins.

Downloads

Published

2022-08-10

Issue

Vol. 6 No. 2 (2022): Special Issue: Processability Approaches to Second Language Instruction

Section

Reviews

How to Cite

Yamaguchi, Y. (2022). Teachability and Learnability across Languages Edited by Ragnar Arntzen, Gisela Håkansson, Arnsterie Hjelde, and Jörg-U. Keßler (2019). Instructed Second Language Acquisition, 6(2), 265–268. https://doi.org/10.1558/isla.21786