Markedness, Discoursal Modes, and Relative Clause Formation in a Formal and an Informal Context

Maria Pavesi

134 citations0/0 files storedStudies in Second Language Acquisition

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EFL/ESL Teaching and Learning Syntax, Semantics, Linguistic Variation Second Language Acquisition and Learning

Abstract

Typological markedness has been suggested as a possible explanation or a means of predicting the development of Interlanguage (IL) syntax (Eckman, 1977; Hyltenstam, 1978, 1984; Rutherford, 1982). More specifically, the Accessibility Hierarchy (AH) (Keenan & Comrie, 1977, 1979) has been used to predict the acquisitional order of relative clauses in a second language (Hyltenstam, 1984). No research, however, has been conducted to investigate the possible influence of learning context on relative clause (RC) formation. In this study, English relative clauses were elicited from two groups of Italian learners. The first group was composed of 48 formal learners and the second group of 38 informal learners. It was hypothesized that the order as predicted by the AH would be yielded by both groups with the formal group's IL exhibiting more marked structures than the informal group's. The type of discourse—planned versus unplanned—to which learners were mostly exposed was thought to have an effect on the level of linguistic elaboration achieved.

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1963Some Universals of Grammar with Particular Reference to the Order of Meaningful Elements 2014Noun Phrase Accessibility and Universal Grammar 2017On Understanding Grammar 1981Language Universals and Linguistic Typology 1977MARKEDNESS AND THE CONTRASTIVE ANALYSIS HYPOTHESIS 1964Universals of Language 1979Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters. Working Papers on Bilingualism, No. 19.1979Planned and Unplanned Discourse

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