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    Accessibility Hierarchy For Relative Clauses in English:: Part of Speech Relative Clause

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    cassha04
    1. The document discusses the accessibility hierarchy for relative clauses in English based on part of speech and grammatical role. 2. It notes that languages with more complex relative clause structures at the bottom of the hierarchy would also include the simpler structures at the top. 3. The second part discusses how learners may still make errors when attaching grammatical morphemes like past tense markers, finding it easier to mark past events than ongoing states or activities.

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    Accessibility Hierarchy For Relative Clauses in English:: Part of Speech Relative Clause

    Uploaded by

    cassha04
    7 views4 pages
    1. The document discusses the accessibility hierarchy for relative clauses in English based on part of speech and grammatical role. 2. It notes that languages with more complex relative clause structures at the bottom of the hierarchy would also include the simpler structures at the top. 3. The second part discusses how learners may still make errors when attaching grammatical morphemes like past tense markers, finding it easier to mark past events than ongoing states or activities.

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    LA learner language.pptx

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    1. The document discusses the accessibility hierarchy for relative clauses in English based on part of speech and grammatical role. 2. It notes that languages with more complex relative clause structures at the bottom of the hierarchy would also include the simpler structures at the top. 3. The second part discusses how learners may still make errors when attaching grammatical morphemes like past tense markers, finding it easier to mark past events than ongoing states or activities.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    7 views4 pages

    Accessibility Hierarchy For Relative Clauses in English:: Part of Speech Relative Clause

    Uploaded by

    cassha04
    1. The document discusses the accessibility hierarchy for relative clauses in English based on part of speech and grammatical role. 2. It notes that languages with more complex relative clause structures at the bottom of the hierarchy would also include the simpler structures at the top. 3. The second part discusses how learners may still make errors when attaching grammatical morphemes like past tense markers, finding it easier to mark past events than ongoing states or activities.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 4

    *

    Accessibility hierarchy for relative clauses in


    English:
    Part of speech Relative clause
    Subject The girl who was sick went home
    Direct object The story that I read was long
    Indirect object The woman who(m)I gave the present to
    was absent
    Object of preposition I found the book that John was talking
    about
    Possessive I know the woman whose the father is
    visiting
    Object of comparison The person that Susan is taller than is Mary

    Languages which include the structure at the bottom of the


    table is would also have those at the top, but not vice versa
    *
    Changing ability to express the same meaning
    Similar pattern across learner

    Mention Attach Learners


    a time grammatical may still
    or morpheme, make
    verb is marked
    place errors
    in the past

    Learner finds it is easier to mark past tense when


    referring to completed events than when referring to
    states and activities without a clear end-point.
    *

    “ there are systematic and predictable


    stages, or sequences,
    of acquisition”
    *In the developmental stages, learners do not left
    behind when they enter another
    *In examining language sample:
    * the individual learner: cannot examine one example
    in every stages.
    *Group Learners: may use sentences typical of several
    different stages
    *Stress or complexity in a communicative interaction
    can cause the learner to ‘slip back’ to an earlier
    stage

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