Formal and semantic dimensions of linguistic development: Implications for classroom English second language instruction in multilingual context

Abstract

The study compares English Second Language (ESL) learners' (Zambian primary, secondaryschool and tertiary students) intuitions on a number of semantic and grammatical phenomena.Using the Semanticity & Grammatical Judgement Test, a modified version of the GrammaticalityJudgement Test often used by researchers within the Chomskyan tradition (cf Hyams, 1986;White, 1986; Schachter, 1989), this study investigates the possibility of an accessibility hierarchyranging from semantic dimensions to formal dimensions of language. The implications of such ahierarchy for the conceptualization of classroom ESL instruction in a multilingual context arediscussed. Although Zambia serves as the principal point of reference, there are many elementsof relevance to classroom second or third language instruction in South Africa.Hierdie studie vergelyk Engels Tweede Taal (E1T) leerders (Zambiese primere, sekondere skool en tersiere studente) se intuisies oor verskeie semantiese en grammatikale verskynsels. Deur gebruik te maak van die Semantiese en Grammatikale Oordeel Toets, 'n veranderde uitleg van die Grammatikale Oordeel Toets wat gereeld gebruik word deur navorsers in die Chomskyan tradisie (cf Hyams, 1986; White, 1986; Schachter, 1989). Die studie doen navorsing oor die moontlikheid van 'n toeganklike hierargie wat wissel van semantiese dimensies tot formele dimensies van taal. Die implikasies van so 'n hierargie vir die begrip van klaskamer Err onderrig in 'n meertalige konteks word sowel bespreek. Alhoewel Zambie as die vernaamste punt van verwysing dien. is daar elemente van relevansie tot die klaskamer tweede of derde taal instruksie in Suid-Afrika.