A 1999 conference paper reports, citing Ellis and LaPorte (1997), that instruction has little or no effect on the route of L2 acquisition¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 1999 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Instruction has repeatedly been shown to have little or no effect on the route of second language acquisition. → Young-Scholten 1999

Evidence¶

Young-Scholten 1999¶

Young-Scholten, M. (1999). Focus on Form and Linguistic Competence: Why Krashen Is Still Right about Acquisition. Paper presented at AAAL, Stamford. https://eric.ed.gov/?id=ED432919

q2 · i? · review · r1

The paper reports, citing Ellis and LaPorte (1997), that "it has been demonstrated repeatedly that there is little or no effect of instructionon route of acquisition", which the author takes as evidence that instruction cannot influence underlying linguistic competence.

"Importantly (as noted in Ellis and Ldporte 1997) it has been demonstrated repeatedly that there is little or no effect of instructionon route of acquisition.These results are indicative of the powerlessness of instruction to influence the learner's underlying linguistic competence."

Discussion¶

Related Claims¶

• Successes of form-focused manipulation of input in adult L2 are illusory with respect to linguistic competence, affecting only performance — a narrower finding that bears on this claim
• A 1982 bilingual-education teacher-training packet asserts, citing Krashen, that repetitive drill and grammar-focused instruction are ineffective for second language acquisition — related
• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — related
• There is no direct evidence that comprehensible input is necessary for L2 acquisition; the input hypothesis remains untested — related
• Grammar instruction and skill drills show little carryover to composition success — a narrower finding that bears on this claim
• Effects of linguistic comprehension instruction differ by outcome domain: small for vocabulary and grammar, moderate for narrative and listening comprehension — related
• Informal evidence that adults do not automatically process input to develop competence reopens the role of grammar instruction (as reported by the bibliography, citing Terrell) — related
• Mental representation is not amenable to direct explicit instruction because UG and parsers operate only on input data — related
• Form-focused instruction can contribute to the acquisition of second language implicit knowledge, as shown in studies measuring learners' free production — reports the opposite
• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — reports the opposite
• Conversational interaction facilitates second language grammatical development in adult ESL learners — related