Acquisition difficulties of attributive clause and the use of TBLT
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i3.2008
Abstract
This paper explores the challenges of acquiring attributive clauses for English learners, investigating factors such as syntactic complexity and learners' language backgrounds. Drawing on various theories and empirical studies, including the Perceptual Difficulty Hypothesis and the Noun Phrase Accessibility Hierarchy, it examines the difficulties learners face and the pedagogical implications for teaching. Task-Based Language Teaching (TBLT) emerges as a promising approach, emphasizing meaningful communication and student-centered activities. By integrating TBLT principles, educators can design engaging tasks to enhance attributive clause acquisition while fostering language proficiency. The abstract underscores the collaborative efforts between students and teachers in navigating these challenges and highlights the potential of TBLT in achieving effective language learning outcomes.
Keywords
attributive clauses; English language learners; acquisition difficulties; TBLT
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[3] Sheldon A. 1974. The role of parallel function in the acquisition of relative clauses in English. Journal of Verbal Learning and Verbal Behavior, 13(3): 272-281.
[4] Kuno S. 1974. The position of relative clauses and conjunctions. Linguistic Inquiry, 5(1): 117-136.
[5] Hamilton RL. 1994. Is implicational generalization unidirectional and maximal? Evidence from relativization instruction in a second language. Language Learning, 44(1): 123-157.
[6] Doughty C. 1991. Second language instruction does make a difference: evidence from an empirical study of SL relativization. Studies in Second Language Acquisition, 13(4): 431-469.
[7] Jing XL, Chen Z. 2011. The effect of English proficiency on the acquisition of English relational clauses. Foreign Languages and Foreign Language Teaching, 3: 58-60.
[8] Long MH. 1985. A role for instruction in second language acquisition: task-based language teaching. Modelling and Assessing Second Language Acquisition, 18(1): 77-99.
[9] Nunan D. 2004. Task-based Language Teaching. Cambridge University Press.
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