Intro
Processability and Language Acquisition in the Asia-Pacific Region
Editorial page
Title page
Copyright page
Table of contents
Acknowledgements
Chapter 1. Processability Theory, second language learning and teaching in the Asia-Pacific region
1.Introduction
2.Second/foreign language learning in Asia-Pacific region
2.1English language education
2.2Asian languages as L2
3.Theoretical background
3.1Original PT
3.2Contemporary PT
3.2.1Lexical mapping hypothesis
3.2.2The Topic Hypothesis and the Prominence Hypothesis
4.Contributions to this volume
5.Conclusion
References
Part 1. Asian languages as second languages
Chapter 2. Studies of Japanese as a second language and their contribution to Processability Theory
1.Introduction
2.Early studies in JSL: Approaches &
methods
3.Morphological and syntactic PT stages in Japanese L2
3.1Morphological stages
3.2Syntactic stages
The Prominence Hypothesis
The Lexical Mapping Hypothesis
4.Empirical studies in JSL
4.1Earlier studies
4.2Longitudinal studies
4.3Studies on bilingual first language acquisition
4.4Testing the generalisability of Japanese L2 stages in PT
4.5Causative structures
4.6Studies using learner corpora: Tense and aspect
4.7Experimental studies
5.PT applications to language assessment and language learning/teaching
5.1Application of PT to language assessment
5.2Evaluation of learner performance in chat-log using PT
5.3Designing a language learning mobile app LexiFunII based on PT
6.Conclusion: Issues, challenges and opportunities
Acknowledgements
References
Chapter 3. The development of lexical mapping in Chinese L2The mapping of multiple arguments, passive and causative structures
1.Introduction
2.Literature review on the acquisition of Chinese.

3.The Lexical Mapping Hypothesis and L2 Chinese syntax
3.1The Lexical Mapping Hypothesis
3.2L2 Chinese syntax
4.The study
4.1Informants and data collection
4.2Data analysis
5.Results and discussion
5.1Default mapping
Default mapping and additional arguments
5.2Nondefault mapping
6.Conclusion
References
Appendix A.
Appendix B.
Appendix C.
Chapter 4. Extending PT to split ergative marking and differential object markingSome hypotheses for L2 Hindi
1.Introduction
2.PT on L2 case acquisition
3.Hindi case marking
4.L2 acquisition of Hindi case marking
5.Developmental hypotheses on split ergativity and DOM in L2 Hindi
6.Conclusion
References
Chapter 5. Acquiring content questions in Japanese child second language
1.Introduction
2.Content questions in English and Japanese
3.The acquisition of content questions
3.1Acquisition of content question in L1
3.2Acquisition of content questions in L2
3.3Bilingual First Language Acquisition (BFLA)
4.The Prominence Hypothesis in PT
5.The study
5.1The informant
5.2Data collection and tasks
5.3Data analysis
6.Results and discussion
6.1Question words
6.2Developmental sequence of content questions
6.3Prominence Hypothesis-based developmental sequence of content questions
7.Conclusion
Acknowledgement
References
Appendix A.Examples of tasks eliciting content questions
Chapter 6. Japanese L2 corpora and SLA research
1.Introduction
2.Learner corpora
3.Japanese learner corpora
4.Corpus-based acquisition studies in Japanese
4.1Longitudinal learner corpus, C-JAS, on Japanese demonstratives
4.2I-JAS: Large-scale learner corpus of Japanese L2 with typological spread of L1
4.3Japanese L2 corpus-based studies within Processability Theory
5.Conclusion
Funding
Acknowledgements.

References
Appendix.Pictures for story telling/ writing task
Part 2. Bilingual first language acquisition and PT
Chapter 7. The bilingual development of plural marking in a Malay-English child
1.Introduction
2.Plural expressions in English and Malay
3.The acquisition of plurality in First Language Acquisition (FLA) and Bilingual First Language Acquisition (BFLA) studies
4.Acquisition of plurality based on Processability Theory
5.PT-based hypothesis for English and Malay plural development
5.1Method
5.2Data collection
5.3Data analysis
6.Results and discussion
i.Malay Lemma/word level
ii.Malay Category(Lexical) procedure
iii.Malay Phrasal procedure
i.English Lemma/Word level
ii.English Category(Lexical) procedure
iii.English Phrasal procedure
7.Conclusion
Funding
References
Chapter 8. Development of Japanese and English polar questions in bilingual first language acquisition
1.Introduction
2.English and Japanese polar questions
3.A review of the literature
3.1First language acquisition
3.2L1 developmental path of polar questions
3.3English-Japanese bilingual children's development
4.The Prominence Hypothesis and the development of polar questions
5.Methodology
5.1Informant and data collection
5.2Haru's general linguistic milestones
5.3Data analysis
6.Results and discussion
6.1English polar questions
6.1.1Developmental path of English polar questions
6.1.2Applying the Prominence Hypothesis to English polar questions
6.2Japanese polar questions
6.2.1Developmental path of Japanese polar questions
6.2.2Applying the Prominence Hypothesis to Japanese polar questions
7.Conclusion
References
Part 3. English as Foreign Language (EFL) in Asia.

Chapter 9. Developmentally moderated focus on form in an Indonesian kindergarten EFL programme
1.Introduction
2.Expressions of plurality in Indonesian and English
3.Studies on the acquisition of plural marking in English as a second language (ESL)
4.Theoretical frameworks
4.1Processability Theory and Teachability Hypothesis
4.2Focus on Form
4.3Developmentally moderated focus on form (DMFonF)
5.Research design
6.Results
6.1Lexical development at pre-test and post-test
6.2Grammatical development at pre-test and post-test
6.2.1The baseline from the meaning-based programme
6.2.2The Post-test results after DMFonF intervention
7.Discussion
8.Conclusion
Acknowledgements
References
Chapter 10. The acquisition of polar questions in Chinese learners of English as a foreign languageA processability approach
1.Issues in researching the SLA of polar questions
2.Methodology
2.1Learners
2.2Data collection and transcription
3.Analysis and results
3.1Polar questions with canonical word order and rising intonation
3.2Polar questions starting with a non-aux-like question marker
3.3Polar questions starting with a prefabricated pattern
3.4Polar questions potentially with non-canonical word order
3.4.1Potential auxiliary 'DO'
3.4.2Potential auxiliary 'BE'
3.4.3Polar questions apparently starting with a modal verb
3.5Summary of structures
4.Discussion
5.Conclusion
References
Appendix 1.Pictures used in the spot-the-differences task
Appendix 2.Pictures used in the story-guessing-and-picture-sequence task
Chapter 11. Testing the validity of Processability Theory through a corpus-based analysisThe acquisition of plural marking in English speaking and writing by Japanese native speakers
1.Introduction
2.Plural marking in English and Japanese.

3.Developmental stages: Processability Theory (PT)
4.Literature review
4.1English plural marking
4.2Speaking versus writing
4.3Learner corpus research
5.The study
5.1Research design
5.1.1Participants
5.1.2Materials
5.1.3Data collection procedure
5.1.4Learner corpus construction
5.1.5Data size
5.1.6Data analysis
6.Results and discussion
6.1Output frequency of the plural -s on nouns
6.2Acquisition of plural marking
6.3Comparison of PT stages between speaking and writing
7.Conclusion
Funding
Acknowledgements
References
About the authors
Index.