Natural Order of Acquisition of German Syntactic Structures vs. Order of Presentation in Elementary German Textbooks in the U.S.

Jensen, Christine; Constantinides, Janet C.; Hanson, Klaus

doi:10.2307/3530135

Cited by 1 publication

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“…Mackey and Philp concluded that, "If learners are not at the correct developmental level they will not acquire the structure; it is supposedly unlearnable, unteachable, and untreatable" (p. 340). L2 acquisition studies that also support this hypothesis include Bardovi-Harlig (1995-English pluperfect), Ellis (1984-English Wh-questions in children;1989-German word order), Felix (1981 negation, interrogation, and other morphosyntactic structures), Jensen et al (2003) and Pienemann et al (1988). Based on typological explanations and first language acquisition research, a common denominator among these studies is that they demonstrate that learners acquire the most common and most basic structures first, and the rare and more complex ones last, if at all.…”

Section: Instruction and Developmental Sequences In Second Language Acquisitionmentioning

confidence: 96%

Developmental Sequences in Second Language Phonology: Effects of Instruction on the Acquisition of Foreign sC Onsets

Cardoso

Collins²,

Cardoso³

2021

Front. Commun.

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This study investigates the effects of three types of instruction on the acquisition of foreign /s/-initial onset clusters (/sl/, /sn/, and /st/-sC clusters), a process characterized by a developmental sequence in which /sl/ is acquired before /sn/ and /st/. 118 native speakers of Brazilian Portuguese participated in a 4-week language course to learn a set of vocabulary and associated pronunciation of Taki, a self-constructed miniature linguistic system. The participants were divided into three groups, each corresponding to one of the hypotheses that characterize three types of explicit second language instruction: Teachability, Projection of Markedness (Projection), and a combination of the two (Mixed). A mixed analysis of variance (ANOVA) analysis of the participants’ production of sC clusters revealed that, in one of the tasks employed (read aloud), the group that focused exclusively on the more marked/st/ (Projection Group) had the best overall performance in the acquisition of the three clusters: this group was able to generalize their knowledge to the sC clusters they were not taught. In general, the results support Zobl’s Projection Model of Markedness for explaining the phonological development of syllable structure, wherein the instructional effect of a focus on the most marked /st/ projects to knowledge of the less marked structures.

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Section: Instruction and Developmental Sequences In Second Language Acquisitionmentioning

confidence: 96%

Developmental Sequences in Second Language Phonology: Effects of Instruction on the Acquisition of Foreign sC Onsets

Cardoso

Collins²,

Cardoso³

2021

Front. Commun.

View full text Add to dashboard Cite

show abstract

Natural Order of Acquisition of German Syntactic Structures vs. Order of Presentation in Elementary German Textbooks in the U.S.

Cited by 1 publication

References 0 publications

Developmental Sequences in Second Language Phonology: Effects of Instruction on the Acquisition of Foreign sC Onsets

Developmental Sequences in Second Language Phonology: Effects of Instruction on the Acquisition of Foreign sC Onsets

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