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Cited by 614

The DOI matches its Crossref record.

SHOULD WE TEACH CHILDREN SYNTAX?

Dulay, Heidi C., Burt, Marina K.·1973·Language Learning
DOI 10.1111/j.1467-1770.1973.tb00659.x
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Abstract

Two research studies on child L2 acquisition were conducted sequentially over the last year. The first study used comparative error analysis to determine whether the actual L2 errors children make can be accounted for by “creative construction” or “habit formation.” The findings provided the impetus for the second study which compared the sequence of acquisition of certain grammatical morphemes in three different groups of children, using a cross‐sectional technique. The combined findings of the two studies suggest that, given a natural communication situation, children's innate ability to organize structure accounts in a major way for their acquisition of L2 syntax. Although we believe that an L2 teacher should continue to diagnose children's L2 speech, our findings suggest that we should leave the learning of syntax to the children and redirect our teaching efforts. Practical suggestions are offered to help create speech environments in the classroom that capitalize on the child's natural language learning processes.

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Metadata

Authors
Dulay, H. C., & Burt, M. K.
Venue
Language Learning
Publisher
Wiley
Published
1973-12
Volume
23
Issue
2
Pages
245-258
ISSN
  • 0023-8333 (ISSN-L)
  • 1467-9922
DOI
10.1111/j.1467-1770.1973.tb00659.x
OpenAlex
W2057664862
Cited by
614
References
0
FWCI
91.27
Type
journal article
Language
en
Open access
closed

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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

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