Markedness theory, as realized in the Noun Phrase Accessibility Hierarchy, plays an important role in instructed interlanguage development¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 1991 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The study's findings replicate earlier evidence for markedness theory in instructed IL development. → Catherine Doughty 1991 q3 i? Instruction targeted the marked OBJECT OF A PREPOSITION relative clause type so learners could project to less marked contexts. → Catherine Doughty 1991 (2)

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

q3 · i? · causal · r?

The abstract lists as the study's third finding that it "replicate[s] earlier findings suggesting an important role for markedness theory in instructed IL development".

"replicate earlier findings suggesting an important role for markedness theory in instructed IL development"

Catherine Doughty 1991 (2)¶

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

q3 · i? · causal · r2

Based on support for the AHH and potential advantages of markedness relations, the marked OBJECT OF A PREPOSITION type was chosen as instructional focus, on the assumption learners could generalize from marked to less marked relativization contexts.

"OBJECT OF A PREPOSITION relative clauses were selected as the focus of the instructional treatment presented to subjects in the present relativization experiment."

Discussion¶

Related Claims¶

• Instruction on the marked OBJECT OF A PREPOSITION relative clause type improved grammaticality judgment across most relative clause categories (review-reported, citing Gass 1981) — a narrower finding that bears on this claim
• Attention to form via structural analysis or via highlighting structures in context promotes interlanguage grammar acquisition, but only highlighting in context comes with comprehension of input — related
• Formally instructed learners proceed further down the Accessibility Hierarchy in ultimate attainment of relativization than untutored learners (review-reported, citing Pavesi 1986) — a narrower finding that bears on this claim
• Second language instruction increases the rate of acquisition of English relativization by ESL learners — a narrower finding that bears on this claim