Acquiring Japanese as a second language (JSL) in a naturalistic context: A longitudinal study of a young child from a Processability Theory (PT) perspective
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Junko Iwasaki
Abstract
In recent times Processability Theory (PT) (Pienemann, 1998) has extensively supported findings from studies of a range of languages acquired as an L2, including Japanese (Di Biase & Kawaguchi 2002). Following the acquisition criteria proposed by Pienemann (1998), the current study analyses the points of emergence of verbal morpho-syntactic structures by a seven year old Australian boy who was acquiring Japanese as a second language (JSL) naturalistically. A comparison of the findings of the current study with those of the study by Di Biase and Kawaguchi (2002) shows that both child and adult learners went through a similar developmental sequence of acquisition of verbal morpho-syntax, namely category procedure, phrasal procedure and S-procedure as hypothesised by Pienemann (1998).
Abstract
In recent times Processability Theory (PT) (Pienemann, 1998) has extensively supported findings from studies of a range of languages acquired as an L2, including Japanese (Di Biase & Kawaguchi 2002). Following the acquisition criteria proposed by Pienemann (1998), the current study analyses the points of emergence of verbal morpho-syntactic structures by a seven year old Australian boy who was acquiring Japanese as a second language (JSL) naturalistically. A comparison of the findings of the current study with those of the study by Di Biase and Kawaguchi (2002) shows that both child and adult learners went through a similar developmental sequence of acquisition of verbal morpho-syntax, namely category procedure, phrasal procedure and S-procedure as hypothesised by Pienemann (1998).
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- List of contributors vii
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Introduction
- Child's play? Second language acquisition and the younger learner in context 3
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Section 1. Characteristics of child SLA
- Defining child second language acquisition, defining roles for L2 instruction 27
- Perspectives on second language acquisition at different ages 53
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Section 2. Instructed language learning in the early years of education
- When the gate opens: The interaction between social and linguistic goals in child second language development 83
- Developing conversational skills in a second language: Language learning affordances in a multiparty classroom setting 105
- The impact of teacher input, guidance and feedback on ESL children's task-based interactions 131
- Negotiation of meaning in the classroom: Does it enhance reading comprehension? 149
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Section 3. Instructed language learning in later years of education
- Incidental focus on form and learning outcomes with young foreign language classroom learners 173
- Speeding up acquisition of his and her : Explicit L1/L2 contrasts help 193
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Section 4. Child SLA at home and in the community
- Acquiring Japanese as a second language (JSL) in a naturalistic context: A longitudinal study of a young child from a Processability Theory (PT) perspective 231
- Learning a second language in the family 255
- Home-school connections for international adoptees: Repetition in parent-child interactions 279
- Language transfer in child SLA: A longitudinal case study of a sequential bilingual 303
- Index 333
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- List of contributors vii
-
Introduction
- Child's play? Second language acquisition and the younger learner in context 3
-
Section 1. Characteristics of child SLA
- Defining child second language acquisition, defining roles for L2 instruction 27
- Perspectives on second language acquisition at different ages 53
-
Section 2. Instructed language learning in the early years of education
- When the gate opens: The interaction between social and linguistic goals in child second language development 83
- Developing conversational skills in a second language: Language learning affordances in a multiparty classroom setting 105
- The impact of teacher input, guidance and feedback on ESL children's task-based interactions 131
- Negotiation of meaning in the classroom: Does it enhance reading comprehension? 149
-
Section 3. Instructed language learning in later years of education
- Incidental focus on form and learning outcomes with young foreign language classroom learners 173
- Speeding up acquisition of his and her : Explicit L1/L2 contrasts help 193
-
Section 4. Child SLA at home and in the community
- Acquiring Japanese as a second language (JSL) in a naturalistic context: A longitudinal study of a young child from a Processability Theory (PT) perspective 231
- Learning a second language in the family 255
- Home-school connections for international adoptees: Repetition in parent-child interactions 279
- Language transfer in child SLA: A longitudinal case study of a sequential bilingual 303
- Index 333
