چکیده:
Abstract This study investigated the validity of processability theory proposed by Pienemann (1998/2015) among Iranian EFL learners’ oral performance. The theory defines six procedural stages for learners in the process of second language acquisition. In order to conduct the study, 10 intermediate EFL learners were selected based on their performance on Oxford Placement Test. Then, they participated in five tasks; namely, interview, spot-the- difference task, picture description, picture identification and story-telling task. Their speech was recorded and then transcribed according to predetermined structures (i.e., interrogatives, word order, and negation) called target structures. The frequency of the occurrence of target structures was calculated based on the emergence criterion. The results showed that Iranian EFL learners produced language structures in the predicted procedural stages as proposed by processability theory. Thus, processability theory can be valid for Iranian EFL learners too.
خلاصه ماشینی:
The results showed that Iranian EFL learners produced language structures in the predicted procedural stages as proposed by processability theory.
Keywords: second language acquisition, processability theory, task, oral performance Introduction Different studies have been performed to explore what the learners’ knowledge is and how they attain that knowledge.
A number of different studies tested the validity of processability theory in German, English, Swedish, and Japanese contexts (Di Biase & Kawaguchi, 2002; Doi & Yoshioka, 1990; Johnston & Pienemann, 1986; Pienemann & Hakansson, 1999, as cited in Ellis, 2008) and provided evidence for the general hierarchy of implicational order of second language grammar acquisition.
Processability theory was also applied in different areas of second language research such as interlanguage variation (Tarone & Liu, 1995) form-focused instruction (Pienemann, 1989; Spada & Lightbown, 1993), second language assessment (Pienemann & Johnston, 1987), and interaction studies (Mackey & Philp, 1998).
Thus, it seems that it is necessary to develop an empirical study to validate the theory and provide enough supporting evidence in Iranian EFL learning situations, since as Krashen (1981) put it, different results might be yielded, if the same or similar tests were administered to EFL learners.
The main purpose of the present study is to cross-linguistically validate processability theory, in general, and, to test the oral performance of Iranian EFL learners’ use, in particular.
Number of AS-Units and Turns Per Tasks Produced by Participants / The target structures studied in this investigation are interrogatives (questions), word order, and negation.