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What structures to present to learners, when, and how: Focusing on relative clauses
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Based on the observed developmental trajectory of relative clause acquisition in learner language, this study proposes a developmental sequence for relative clauses, referred to as the Relative Sequence (R-Sequence) , in the order of SRC (Subject Relative Clauses), ORC (Object Relative Clauses), CRC (Clause Relative Clauses), and (GRC Genitive Relative Clauses) by revisiting previous studies on relative clauses (Doughty, 1991; Keenan & Comrie, 1977; Kuno, 1974). The R-Sequence is theoretically supported by an analysis of the acquisition processes of relative clauses. Following this sequence enables learners to enhance their learnability while allowing teachers to facilitate their teachability. In order to explore the applicability of the sequence in classroom settings, the study suggests Sentence Construction Tests consisting of critical relative clauses representing each stage in the R-Sequence. By implementing these tests, it is possible to diagnose not only which stage learners are in and what errors they tend to make, but also determine what structures should be presented to them in the next stage of the sequence, thus providing viable insight into “timely remedies and tailored teaching” for learners. In conclusion, the R-Sequence offers a potential answer to the question of which rules or structures to present to learners, when, and how.
Abstract
Based on the observed developmental trajectory of relative clause acquisition in learner language, this study proposes a developmental sequence for relative clauses, referred to as the Relative Sequence (R-Sequence) , in the order of SRC (Subject Relative Clauses), ORC (Object Relative Clauses), CRC (Clause Relative Clauses), and (GRC Genitive Relative Clauses) by revisiting previous studies on relative clauses (Doughty, 1991; Keenan & Comrie, 1977; Kuno, 1974). The R-Sequence is theoretically supported by an analysis of the acquisition processes of relative clauses. Following this sequence enables learners to enhance their learnability while allowing teachers to facilitate their teachability. In order to explore the applicability of the sequence in classroom settings, the study suggests Sentence Construction Tests consisting of critical relative clauses representing each stage in the R-Sequence. By implementing these tests, it is possible to diagnose not only which stage learners are in and what errors they tend to make, but also determine what structures should be presented to them in the next stage of the sequence, thus providing viable insight into “timely remedies and tailored teaching” for learners. In conclusion, the R-Sequence offers a potential answer to the question of which rules or structures to present to learners, when, and how.