Formally instructed learners proceed further down the Accessibility Hierarchy in ultimate attainment of relativization than untutored learners (review-reported, citing Pavesi 1986)¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 1991 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Learners with formal SL instruction attained more marked relativization than learners with only informal exposure. → 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 · r2

The review reports Pavesi's (1986) comparison of formally versus informally experienced learners: classroom instruction was associated with more marked (further down the AHH) ultimate attainment of targetlike pronoun-copyless relative clauses.

"found that subjects who had encountered formal contexts for relativization through participating in the planned discourse characteristic of SL classroom instruction proceeded further down the AHH than did subjects who had only been exposed to the informal contexts"

Discussion¶

Learner Variables¶

• Communication Skills — outcome: instruction changes it

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) — related
• 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
• Second language instruction increases the rate of acquisition of English relativization by ESL learners — related
• Ultimate attainment and optimal-period length do not reliably differ across major native-language groups, with slightly more evidence for differences in learning curves — related