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Teachability and Learnability across Languages

Teachability and learnability have been two crucial issues in the fields of second language acquisition (SLA) and instructed SLA. In particular, much research into the role of instruction in second language (L2) learning has been conducted over the last three decades based on the Teachability Hypothesis proposed by Pienemann (1984). The Teachability Hypothesis assumes that ‘an L2-structure can be learned by instruction only if the learner’s interlanguage is close to the point when this structure is acquired in the natural setting’ (Pienemann, 1984:198). This suggests that L2 instruction cannot be beneficial if learners are not ready. Teachability and Learnability across Languages, edited by R. Arntzen, G. Håkansson, A. Hjelde and J.-U. Keßler, and published by the John Benjamins Publishing Company is the sixth volume of the PALART (Processability Approaches to Language Acquisition Research and Teaching) series, which tackles the issues of teachability and learnability exclusively within the framework of Processability Theory (PT) (e.g., Pienemann, 1998, 2005). PT accounts for a universal hierarchy of processing procedures for grammatical structures in L2 acquisition using the language-generation model (Levelt, 1989) and Lexical Functional Grammar (LFG) (e.g., Bresnan, 2001). This volume begins with an introductory chapter offering a comprehensive summary of the major findings presented in the eleven chapters. There are three parts: Part I, Teachability and learnability; Part II, Methods