The production of serialized adjectives by Jordanian EFL learners

Abstract

This study investigates the production of serialized adjectives by Jordanian EFL learners, focusing on how the number and syntactic position of adjectives influence their ordering. Grounded in Scott’s (2002) universal serialization framework, the study investigates learners’ adherence to adjective ordering rules. Data were collected from 30 university students using two tests assessing attributive and predicative adjectives. The findings revealed that learners performed more accurately when producing sentences with two adjectives compared to three or four. Additionally, learners demonstrated better performance with attributive adjectives than with predicative ones. These findings question the notion of universal hierarchies in adjective ordering, emphasizing the role of cognitive constraints in shaping learners’ performance. The study suggests shifting pedagogical approaches to prioritize fostering effective communication over strict adherence to syntactic hierarchies. Furthermore, language instructors are encouraged to develop activities focusing on gradual mastery of syntactic complexity and contextualized practice of adjective use.