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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

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Chapter 1
Research timeline. The role of instruction

Teachability and processability

ORCiD logo with link | Ghent University
 | Ludwigsburg University of Education
Published online: 6 June 2019
DOI logo with link
https://doi.org/10.1075/palart.6.01bat
Abstract
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.
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Cited by (3)

Cited by three other publications

Pienemann, Manfred & Anke Lenzing
2025. Processability Theory, DOI logo
Rodríguez-Castro, Mónica & Concepción B. Godev
2024. Implicit agent se-constructions. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 37:2 ► pp. 628 ff. 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

This list is based on CrossRef data as of 28 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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