A. D. SCHENCK, W. CHOI
Historical studies of morphosyntactic acquisition order could
not be pragmatically applied to education, since causes and as-
sociated effects on the acquisition process were not well known.
Although more recent research has worked to identify how
multiple causes interact to affect acquisition order, the small
scope of this research has limited its utility. Results of the cur-
rent study suggest that extending the scope of study by predict-
ing the order of a larger number of morphosyntactic features
can lead to a better understanding of the L2 acquisition process.
This understanding, in turn, may be used to modify both ESL
and EFL input in ways that promote the uniform acquisition of
multiple morphosyntactic features.
Although this study provides useful information for curricu-
lum designers, more study is needed to increase the effective-
ness of explicit grammar curricula. First, more morphosyntactic
features must be studied and combined into a comprehensive
scale. Second, the disparities of predictive validity for each
morphosyntactic feature must be further examined and refined.
Finally, the degree to which each individual causal factor in-
fluences the acquisition process must be more concretely de-
termined. Through examination of each limitation, educators
can accurately predict how reforms will impact second lan-
guage learners, thereby allowing explicit grammar curricula to
be engineered that are highly effective. Methodological reform
of curricula is particularly necessary in EFL contexts, where
limited resources and input have been shown to negatively
impact the acquisition process (Chen, 2007; Lee, 2005; Liao &
I would like to express my special appreciation to Professor
Wonkyung Choi for serving as a corresponding author on this
project. I would also like to thank my wife Jinny, son Matt, and
daughter Katie for their patience and understanding, without
which I could not have completed this paper.
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