ABSTRACT
As many English as a second language (ESL) and English as a foreign language (EFL) teachers know from experience, teaching the meanings, uses, and functions of the passive voice represents one of the thorniest problems in Second language (L2) grammar instruction, and speakers of many first languages (L1s) appear to have difficulty with passive constructions. However, the uses of passive structures are common in academic writing (Talmy, 1988), and advanced learners are often expected to produce written texts that utilize passive forms. Because learners often do not use passive verb phrases in correct forms, much of the L2 instruction associated with the passive voice includes the derivation of passive structures from active. For example, The average American seeks independence…. Independence is sought by the average American (Steer & Carlisi, 1998, p. 263).
