چاپ صفحه |  صفحه نخست سامانه |  چکیده مقاله |  نویسندگان |  دانلود مقاله | دانشگاه علوم پزشکی تبریز |
| Over the past three decades a large number of studies have indicated that there is a natural order for language acquisition. Language learners naturally go through similar developmental stages. This is the natural order hypothesis proposed by Krashen (1982) as a result of exploration of the acquisition order of grammatical morphemes in English. The issues of a natural sequence in acquisition, and the need to make teaching as compatible as possible with this order, have long been fundamental in second language acquisition (SLA) research and in languagelearning pedagogy. The majority of research studies revealed developmental patterns through the journey of acquiring a second language. In this journey, acquisition order and developmental sequence are considered core points. In this regard, two questions are posed by Ellis (1994, p. 73) to illustrate the distinction between them: 1. “Do learners acquire some target language (TL) features before others?” This question pertains to the order of acquisition. As an instance, plural -s in English is normally acquired before other features such as third person or possessive -s. 2. “How do learners acquire a particular TL feature?” By answering this question, one may find evidence for a developmental sequence of acquisition and come to explain how learners gradually pass through stages to arrive at the TL. In order to explore these aspects, the teachability hypothesis (TH), the learnability hypothesis (LH) (Pienemann, 1984, 1989), and the processability theory (PT) (Pienemann, 1998, 2005) were developed, all of which are based on a multidimensional model (MM). |
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| مریم زین العابدینی | دوم |
| نام فایل | تاریخ درج فایل | اندازه فایل | دانلود |
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| 6. Encyclopedia Willey.pdf | 1399/01/25 | 190918 | دانلود |
