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Part of
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

Chapter 1
Research timeline. The role of instruction

Teachability and processability

ORCID logo | 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: 6 June 2019
DOI logo
https://doi.org/10.1075/palart.6.01bat
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Cited by

Cited by 3 other publications

Di Biase, Bruno
2022. Processability approaches to second language instruction. Instructed Second Language Acquisition DOI logo
Keßler, Jörg-U
2022. Teaching processability theory in foreign language teacher education. Instructed Second Language Acquisition DOI logo
Keßler, Jörg‐U. & Anke Lenzing
2022. Grammar in Foreign and Second Language Classes. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff. DOI logo

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