The Evidence of Pienemann's Teachability Hypothesis in an EFL Setting
Until now, researchers of second language learning have assumed that grammar instruction does not change the developmental sequences of wh-questions. Nevertheless, this study examines how form-focused instruction can affect the development of such questions. Three types of wh-questions were investigated in this research: inversion, do-support, and embedded inversion. The study focused in particular on the developmental patterns of wh-questions in terms of cognitive perspectives. The results of this research indicate that form-focused instruction was effective in the structure of inversion, but not in the structures of do-support nor embedded inversion. This supports Pienemann's teachability hypothesis, which claims that the teaching of grammatical structures is successful only if the learners are developmentally ready to acquire them. In terms of developmental patterns, the results displayed various types of improvement, such as immediate improvement, gradual improvement, and delayed improvement.
원문복사신청을 하시면, 일부 해외 인쇄학술지의 경우 외국학술지지원센터(FRIC)에서
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