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dc.contributor.authorTang, Fiona
dc.date.accessioned2022-10-18T06:25:34Z
dc.date.available2022-10-18T06:25:34Z
dc.date.issued2019
dc.identifier.citationTang, X. 2019. Learnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings. Chinese Journal of Applied Linguistics. 42 (2): pp. 236-257.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/89443
dc.identifier.doi10.1515/CJAL-2019-0014
dc.description.abstract

This study conducts an acquisition-based evaluation of four primary-school English textbook series used in China. The evaluation aims to determine whether the sequencing of grammatical structures in the series is compatible with the L2 learning sequence stipulated in Processability Theory (PT). The results show a partial agreement between the sequencing of structures as teaching objectives in the series and the PT-based processability hierarchy. The sequencing of structures in the initial stages is consistent with the learning sequence of L2 English stated in PT. However, several structures in the intermediate or high stages are taught in a deviant way against their sequencing in PT. The deviant grading of those structures is possibly associated with the theme-based guidelines adopted in the textbooks. It appears that concerns with the utility of grammatical structures in a given context take precedence over concerns for L2 development. A number of suggestions are offered to textbook writers in terms of the role of input, the learners' developmental readiness, and the issue of heterogeneity in L2 classrooms.

dc.titleLearnability of Grammatical Sequencing: A Processability Perspective of Textbook Evaluation in EFL Settings
dc.typeJournal Article
dcterms.source.volume42
dcterms.source.number2
dcterms.source.startPage236
dcterms.source.endPage257
dcterms.source.issn2192-9505
dcterms.source.titleChinese Journal of Applied Linguistics
dc.date.updated2022-10-18T06:25:34Z
curtin.note

First published in Chinese Journal of Applied Linguistics. https://www.degruyter.com/journal/key/cjal/html

curtin.departmentCurtin College Pathways
curtin.accessStatusOpen access
curtin.facultyCurtin College Pathways
curtin.contributor.orcidTang, Fiona [0000-0001-5742-016X]
dcterms.source.eissn2192-9513
curtin.contributor.scopusauthoridTang, Fiona [57210577490]


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