Author(s): Mehmet Halit ATLÄ°
This study targets at showing whether German case morphemes are acquired by Turkophone learners in a natural acquisition sequence or not. In other words, this paper attempts at detecting the validity of the Teachability Hypothesis. As a result of the research, the acquisition of case morphemes of this language as L2 occurs in a natural acquisition sequence. Besides, it was observed in the study that L2 grammar rules, which are systematically taught in accordance with the curriculum, are completely ineffective in the acquisition sequence. Because it was understood in the study that the input sequence and L2 way of teaching which does not have a sequence direct students to the production of grammar structures which are not systematically taught and besides these structures increase the use of chunks assumed to have an important place in the acquisition of L2. Considering the fact that an important part of chunks is acquired from specific texts, one cannot expect an overlap between systematically taught grammar structures and natural acquisition sequence. This present study shows that L2teaching methods have an important place in the acquisition of German case morphemes and verifies the presence of the sequence and order of the grammar acquisition caused by intuition, in other words the validity of TeachabilityHypothesis. Besides, the study detects that L2 learners search grammatical rules of the target language with inductive methods systematically via chunk structures and this increases language consciousness as well as contributing to the interiorizing of the usual grammar structures. Therefore, the study recommends that grammar rules of the target language and its input must be taught at L2 Turkophone learners considering natural acquisition sequence by avoiding traditionalistic methods and authors must prepare foreign language education materials by taking into account this fact.
The Journal of International Social Research received 7760 citations as per Google Scholar report
