A Processability Approach to the Acquisition of Italian as a Second Language: Theory and Applications
Abstract
This thesis concerns the acquisition of Italian as a second language in instructed adult and child learners within the framework of Processability Theory (Pienemann 1998) with particular reference to morphological and syntactic development. It also contains some contributions to an extension of the theory itself, particularly the development of syntax, leading to a new exploration of the interface between discourse-pragmatics and syntax in L2 learners. The empirical longitudinal and cross-sectional studies on which these papers are based support Processability Theory’s universal developmental implicational hierarchy based on the hypothesised processing procedures in Levelt (1989). The second part of the thesis investigates the development of Italian L2 in primary school programs, testing both PT and Focus-on-form instruction. This study demonstrates that PT can be applied to classroom contexts and that it promotes more efficient language development in child-learners within existing school Italian L2 program time and resources constraints. This work also revealed that focused feedback is effective in promoting acquisition and accuracy in L2 production. This classroom- based quasi-experimental longitudinal study was supported by the Australian Research Council and Industry partner CoAsIt, a provider of Italian language education services. This work on researching practice shows the critical interrelation between theory construction and the investigation of practice itself. A sample of my contributions to professional journals exemplify the need for a continuing dialogue between research and professional practice.