A Comparative Study on the Order of Second Language Acquisition between Non-Chinese and Chinese Based on the Processability Theory

二十世纪，Pienemann提出的“可加工性理论”引起了二语习得顺序的研究热潮。然而，该理论在国内汉语二语习得顺序方面的研究发展缓慢。本文将最近十年“可加工性理论与二语习得顺序”相关的文章分为汉语二语习得顺序和非汉语二语习得顺序两大类，对两者的研究方式、研究对象、研究内容进行深刻分析和全面比较。比较发现“可加工性理论”应用于汉语二语习得顺序研究时，研究方法主要是人工分析和借助技术软件的方法，但所用的技术软件比较单一；研究对象主要集中于大学生群体，对青少年、儿童、老年群体的研究较少；研究内容主要是关于理论适用性的研究，而应用实证性研究较少。对此，笔者提出了一些改进意见，以期为汉语二语习得顺序的进一步发展提供新的思路。In the 20th century, Pienemann’s “Processability Theory” sparked a research boom on the order of second language acquisition. However, the development of this theory in researching the order of second language acquisition in Chinese has been slow. This paper categorizes articles related to “Processability Theory and the Order of Second Language Acquisition” from the past decade into two broad categories: the order of second language acquisition in Chinese and non-Chinese. It provides a deep analysis and comprehensive comparison of the research methods, subjects, and contents of these two categories. The comparison reveals that when applying the “Processability Theory” to study the order of second language acquisition in Chinese, the main research methods are manual analysis and the use of technical software, but the technical software used is relatively limited. Research subjects are mainly focused on college students, with less research on teenagers, children, and elderly groups. The research content is primarily about the applicability of the theory, while empirical application studies are fewer. In response to these findings, the author proposes some suggestions for improvement, aiming to provide new ideas for the further development of the order of second language acquisition in Chinese.