Natural Processes in Classroom Second-Language Learning*

Abstract

Two German high school classes (age: 10–12) learning English as a second language were continuously observed for a period of eleven months. This paper describes how the students acquired knowledge of the English pronominal system. Three major results were obtained: (a) the students internalized the various pronominal structures in a highly systematic way which does not reflect teaching methods or material; (b) the students acquired pronouns on the basis of individual features rather than individual morphemes; (c) tutored learners apper to employ strategies which are also typical of naturalistic language acquisition.

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