In comparing research results and current textbook practices regarding the acquisition of relative clauses in a second language, it was found that there is a discrepancy between the approaches presented by textbooks and those taken by learners. A pedagogical approach was developed and tested which closely reflects what learners do. The results of this approach were compared with those of a more traditional textbook approach. Based on research findings that posit a hierarchy of accessibility for types of relative clauses, the experimental approach focused on one type at the center of the hierarchy while the control approach proceeded in the traditional order from easiest to most difficult. Two groups enrolled in intensive low-intermediate English as second language courses were pre-tested and post-tested on use of relative clauses before and after 3 days of instruction. Significant differences were found between the two groups in regard to post-test scores, with the experimental group showing a greater difference between pre-test and post-test scores. The types of generalizations made by the experimental group are described. In conclusion, a greater ability to productively use second language knowledge was observed when a more difficult structure was taught. (RW)