Chapter published in:
Teachability and Learnability across Languages
Edited by Ragnar Arntzen, Gisela Håkansson, Arnstein Hjelde and Jörg-U. Keßler
[Processability Approaches to Language Acquisition Research & Teaching 6] 2019
► pp. 9–26

Research timeline. The role of instruction

Teachability and processability

| Ghent University
| Ludwigsburg University of Education
This chapter presents an overview of studies that have dealt with the role of instruction, and more particularly, its possible effect on altering the route of second language acquisition (SLA). In SLA, some have argued that the effects of instruction are limited, in that instruction will promote acquisition only if it occurs at a time when a learner is ‘ready’ for the forms instructed. One formalisation of this idea of learner readiness is Pienemann’s (1984) teachability hypothesis. The present timeline will discuss studies preceding the formulation of the teachability hypothesis as well as subsequent studies that confirm, adjust, challenge or refute it. The aim is to give a historical overview of findings relating to this research question, which remains significant and relevant today.
Published online: 06 June 2019
https://doi.org/10.1075/palart.6.01bat
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