Instruction on the marked OBJECT OF A PREPOSITION relative clause type improved grammaticality judgment across most relative clause categories (review-reported, citing Gass 1981)¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 1991 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Subjects instructed on OBJECT OF A PREPOSITION relative clauses outperformed subjects instructed on SUBJECT relative clauses on most grammaticality judgment categories. → Catherine Doughty 1991

Evidence¶

Catherine Doughty 1991¶

Catherine Doughty. (1991). Second Language Instruction Does Make a Difference: Evidence from an Empirical Study of SL Relativization. SSLA, 13, 431-469. https://doi.org/10.1017/S0272263100010287

q2 · i? · causal · r?

The review reports Gass's (1981) pilot study: instruction on the marked OBJECT OF A PREPOSITION type produced greater improvement on grammaticality judgment posttests over pretests in most relative clause categories than instruction on the SUBJECT type.

"Gass (1981) found that subjects who received instruction pertaining to OBJECT OF A PREPOSITION type relative clauses outperformed subjects who received instruction on SUBJECT relative clauses, as measured by percent improvement on post- over pretests of grammaticality judgment"

Discussion¶

Related Claims¶

• Markedness theory, as realized in the Noun Phrase Accessibility Hierarchy, plays an important role in instructed interlanguage development — a broader claim this one bears on
• Formally instructed learners proceed further down the Accessibility Hierarchy in ultimate attainment of relativization than untutored learners (review-reported, citing Pavesi 1986) — related