Thesis abstract:

«p»«p»Processability Theory (PT) Pienemann, 1998, 2005, 2015) has a vital position in understanding L2 learners' language development and its empirical contributions to understanding how processing influences learners' variation make PT research concerning its relevance in the EFL context worth investigating. This study is aimed at investigating the relevance of PT in the Indonesian EFL teaching context, particularly at the lower secondary school level, by primarily exploring the EFL curriculum used in the classroom, teacher teaching strategies, and the influence of Developmentally Attuned Focus on Form (DAFonF) on L2 learners' language development. This study adopts a pre-test, intervention, and post-test with experimental and comparison groups comprising learners in the same cohorts in a classroom setting for over one academic year. This study potentially contributes to language pedagogy theoretically and pedagogically. Theoretically, this study is expected to capture the relevance of PT in the Indonesian EFL context by providing new evidence of morphological and syntactic development and language variation in the context of Indonesian adolescent EFL learners under PT. Pedagogically, this study could significantly contribute to language pedagogy in providing developmentally based EFL teaching design. In addition, this study is expected to help EFL teachers predict the grammatical structures that would be prioritized to focus on to respond more effectively to L2 learners' needs and prepare the lesson more efficiently. Furthermore, this study is also expected to provide recommendations for English teaching, particularly curriculum makers, EFL textbook authors, and EFL teachers in Indonesia, in deciding what grammatical structures are learnable and, therefore, teachable for the learners.«/p»«/p»