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IN THE NAME OF GOD

MEHNOOSH NOROOZI

Pinemann’s processability theory

The multidimensional model and processability theory:

There are two theories related to this area: Multidimensional model by Clahsen, Meisel and pienemann in 1983 and processability theory by pienemann in 1998.

These theory were developed to account the acquisitional sequences in L2. These theories constitute a considerable advance on the idea of operating principles that they relate cognitive process to stages of learner’s development, and explain how one stage replace the other stage (Ellis. R 2005).

The multidimensional model makes these claims:

1) Developmental sequences in the acquisition many of grammatical structures appears in learners, for example word order and grammatical morphemes.

2) Learners display individual variation. With regard to extent they apply developmental rules and they acquire and use grammatical structure.

3) Developmental sequences reflect to how learners can overcome the processing obstacles. These obstacles are a general cognitive nature and govern production.

4) Individual learner variation reflects learning task.

5) If learners be a master in processing operations associated with the previous stage of acquisition so formal instruction will be successful.

 Pienemann (1981) noted considerable variation among learners. These variations are two kinds:

1) Learner is differ in apply a particular word order rule in different linguistic contexts.

2) Learner is differ in use Restrictive simplification and Elaborative simplification:

A) Restrictive simplification is reducing the grammar in communication and make it easy to handle. It is always use in early stages of acquisition.

<span style="font-family: 'times new roman','serif'; font-size: 16px;">B) Elaborative simplification is a strategy that helps to formulating hypotheses the grammar system and often involve overextensions of a rule, and learners don’t engage in elaborative simplification.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This model has two principal axes: the developmental and the variational.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pienemann (1981) said that, progress along one axis or dimension is independent of progress along the other.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The research show that a learner who practices elaborative simplification, use more target language than a learner who is developmentally far more advanced (Ellis-2005).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The multidimentional model try to explain why learner pass through the stages of development they use other grammatical structures that will be acquired. This model has explanatory and predictive power .Clahsen (1984) identified three language processing strategies and each of them involved a production a particular word order rule:

<span style="font-family: 'times new roman','serif'; font-size: 16px;">1) Canonical order strategy (COS):

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Utterances appear in a basic order that reflect of meaning on to syntactic form and permutation or reordering don’t occurs.

<span style="font-family: 'times new roman','serif'; font-size: 16px;">2) Initialization/ finalization strategy (IFS) :

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In this way permutation involving the movement of an element don’t occurs, but movement is from initial elements in a structure to final position and vice versa is possible.

<span style="font-family: 'times new roman','serif'; font-size: 16px;">3) Subordinate clause strategy (SCS):

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Any permutation of element in a subordinate clause isn’t possible, but movement of an elements from a main clause to another position is possible. Progress cause the removal. For example learners that acquired the verb separation rule can produce a new utterances. These three strategies are hierarchical, it is mean if (COS) don’t access the other (IFS) ,(SCS) also don’t access.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pienemann’s processability theory is the best seen for developmental of the multidimensional model. This theory try to explain what is known about acquisitional sequences in processing procedures. pienemann believe that language production, whether L1 or L2 could explained with set of basic reference:

<span style="font-family: 'times new roman','serif'; font-size: 16px;">1) Speakers should specialized processing components that operate autonomously and in parallel.

<span style="font-family: 'times new roman','serif'; font-size: 16px;">2) Processing is incremental it’s mean that processor can work on the incomplete output of another processor and increase the processing.

<span style="font-family: 'times new roman','serif'; font-size: 16px;">3) Speaker need to store grammatical information in memory and follows that.

<span style="font-family: 'times new roman','serif'; font-size: 16px;">4) Grammatical processing should access to a grammatical memory store and procedural important than declarative. It show that processibility theory in fact is a theory of language production.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pienemann (1998) identified the language generation processes:

<span style="font-family: 'times new roman','serif'; font-size: 16px;">1) Word/lemma

<span style="font-family: 'times new roman','serif'; font-size: 16px;">2) Category procedure (lexical category)

<span style="font-family: 'times new roman','serif'; font-size: 16px;">3) Phrasal procedures (head)

<span style="font-family: 'times new roman','serif'; font-size: 16px;">4) S-procedure and word order rule

<span style="font-family: 'times new roman','serif'; font-size: 16px;">5) Matrix/subordinate clause

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The grammatical information that the learner needs, is the distinguishes these process and pienemann called “feature unification”. First learners are unable to control of the processes involved. At this stage learners can access L2 words but they are different in form and use in single utterances.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pienemann (2005)said that, the beginning learner unable to produce structures which is exchange of specific grammatical information using syntactic procedures. The first procedure that should be learned is the category procedure, then the other categories should be learned. In this level lexical appear with a number of diacritic features, for example possessive , number and exchange of grammatical information isn’t required.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pienemann argued that there is a basic difference between the first three procedures and the last two. In level 1-3 the structures rules cannot represented because s-procedure not developed.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">One of the strengths of processability theory is, that it try to explain ,how morphological features and syntactic features such as word order are acquired.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Pienemann (1998) addressed of key in processability theory:

<span style="font-family: 'times new roman','serif'; font-size: 16px;">1) The similarity or difference between L1 and L2 acquisition.

<span style="font-family: 'times new roman','serif'; font-size: 16px;">2) Variability in learner language

<span style="font-family: 'times new roman','serif'; font-size: 16px;">3) Variability in development and level of attainment

<span style="font-family: 'times new roman','serif'; font-size: 16px;">4) The role of the L1

<span style="font-family: 'Times New Roman','serif'; font-size: 19px;">conclusion

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">He said that the sequence of acquisition in L1 may be different from L2, also he suggest that if learners cannot operate a particular processing , but they should try to solution one of the several problems that they face to them.

<span style="font-family: 'Times New Roman','serif'; font-size: 21px;">REFERENCES:

<span style="font-family: 'times new roman','serif'; font-size: 16px;">1) Ellis .R .(2005 ), The study of second language acquisition

<span style="font-family: 'times new roman','serif'; font-size: 16px;">2) PDF Pienemann, M . (1984 ). Studies in second language acquisition

<span style="font-family: 'times new roman','serif'; font-size: 16px;">3) PDF Pienemann ,M .(1985) . Modeling and Assessing second language acquisition

<span style="font-family: 'times new roman','serif'; font-size: 16px;">4) PDF Pienemann .M.(1989) . Applied linguistics and hypotheses

<span style="font-family: 'times new roman','serif'; font-size: 16px;">5) PDF Pienemann .M and G.Hakansson .(1999) studies in second language acquisition

<span style="font-family: 'times new roman','serif'; font-size: 16px;">6) PDF Pienemann .M .B.Di Biase and Hakansson (2005) cross-linguistic aspect of processability theory

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