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Nothing Does Not Equal Zero

Problems with Applying Developmental Sequence Findings to Assessment and Pedagogy

Published online by Cambridge University Press:  07 November 2008

Thom Hudson
Thom Hudson
Affiliation:
University of Hawai'i at Mānoa
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Abstract

During the past decade and a half, a great deal of research has posited a developmental sequence approach in second language acquisition. Much of this research has proposed that certain linguistic structures are acquired in a natural immutable order while other linguistic structures are acquired variably as a result of a learner's orientation (Clahsen, Meisel, & Pienemann, 1983; Meisel, Clahsen, & Pienemann, 1981; Pienemann, 1984, 1985, 1987; Pienemann & Johnston, 1987). Proposals have been made for extending the model into language assessment and pedagogy (Clahsen, 1985; Pienemann, 1984, 1992; Pienemann & Johnston, 1987). The present study reexamines the original social-psychological research upon which the multidimensional model is based and shows that it is incorrect due to faulty analyses. Further, it examines the limited applicability and generalizability of the developmental sequence approach for assessment and pedagogy.

Type
Articles
Information
Studies in Second Language Acquisition , Volume 15 , Issue 4 , December 1993 , pp. 461 - 493
Copyright
Copyright © Cambridge University Press 1993

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