Second Language Instruction Does Make a Difference: Evidence from an Empirical Study of SL Relativization  

Oleh:

Doughty, Catherine J.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Studies in Second Language Acquisition (sebagian Full Text & ada di PROQUEST Th.2001-) vol. 13 no. 4 (Dec. 1991), page 431.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/SSL/13 Non-tandon: tidak ada Tandon: 1

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Isi artikel

A number of studies on second language (SL) instruction point to the hypothesis that instruction is effective, but determining the effect experi- mentally has been problematic. Overall, three difficulties with previous attempts to demonstrate a causal relationship between SL instruction and second language acquisition can be identified: (a) inappropriate or inadequate research design, (b) failure to operationalize or even to describe the instructional treatment, and (c) choice of SL assessment measures. This article presents the findings of a recent empirical study which (a) show that SL instruction is effective; (b) show that attention to form, either via detailed analysis of structure or highlighting of target language (TL) structures in context, promotes acquisition of interlan-guage (IL) grammar, but that only the latter comes hand-in-hand with comprehension of input; and (c) replicate earlier findings suggesting an important role for markedness theory in instructed IL development

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