Adding Grammar in a Communicatively Based ESL Program for Children: Theory in Practice
TL;DR: This article found that a significant difference was found between this instructed group and a matched control group receiving no instruction in the successful detection and correction of noun plural forms, but not in a similar test of past tense forms.
read more
Abstract: In an effort to improve the quality of young students' second language production, classroom teachers regularly search for more efficient ways to address grammatical form under the time pressures of a content-based school curriculum. If self-correction can be increased through"consciousness raising" (Rutherford & Sharwood Smith, 1985), then learners would seem to benefit from form-focused instruction. For the present study, 11 elementary school students aged 7-14 were pretested and then given daily formal instruction for two weeks in the use of past tense and plural noun forms in an otherwise content-based and communicatively oriented ESL program, after which they were post-tested twice. A significant difference was found between this instructed group and a matched control group receiving no instruction in the successful detection and correction of noun plural forms, but not in a similar test of past tense forms. Furthermore, the instructed group continued to perform well on noun plurals after one month of no focused instruction, suggesting that attention to form had some lasting beneficial effect. Possible reasons for the differential results are discussed.
read more
Chat with Paper
AI Agents for this Paper
Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps
Citations
Learning transfer in English-for-academic-purposes contexts: A systematic review of research
TL;DR: In this paper, the authors analyzed 41 studies that investigated learning in EAP contexts using the transfer taxonomy ( Barnett & Ceci, 2002 ), a 9-dimensional analytic tool developed to clarify research on transfer and used to analyze studies in experimental psychology.
59
Language Awareness and Its Multiple Possibilities for the L2 Classroom
Daphnée Simard,Wynne Wong +1 more
TL;DR: A recent meta-analysis of focus on form research by Norris and Ortega as discussed by the authors showed that learners' awareness of particular features of L2 input can facilitate their learning of those target grammatical features.
38
Explicit input enhancement:: effects on target and non-target aspects of second language acquisition.
TL;DR: The authors studied the effect of computer-mediated input enhancement on the recall of accents in learners of French and Spanish, as well as the incidental effects of input enhancement in non-target aspects of the second language acquisition.
32
Toward an Understanding of Incidental Input Enhancement in Computerized L2 Environments.
TL;DR: The effect on recall of the additional steps and key combinations needed to insert an accent in a computerized environment is compared to that of pen-and-paper application of diacritics.
22
Anaphora and Relativization in Child Second Language Acquisition.
TL;DR: This paper found that exposure and overall L2 proficiency, rather than age or L1 background, are the most significant factors in the development of these generally untaught and untested “late-learned” rules.
18
References
The role of consciousness in second language learning
TL;DR: Schmidt as mentioned in this paper presented on the role of consciousness in second language learning at the 1988 Second Language Research Forum (SLRF) held in at the University of Hawai'i, USA.
Natural sequences in child second language acquisition1
Heidi C. Dulay,Marina K. Burt +1 more
TL;DR: The authors compared the acquisition sequences of 11 English functors for native Chinese and Spanish-speaking children learning English and found that they yielded approximately the same sequence of acquisition for both language groups.
1.1K
Second Language Instruction Does Make a Difference
TL;DR: This paper showed that attention to form, either via detailed analysis of structure or highlighting of target language structures in context, promotes acquisition of interlanguage (IL) grammar, but that only the latter comes hand-in-hand with comprehension of input.
Adverb placement in second language acquisition: some effects of positive and negative evidence in the classroom:
TL;DR: The authors argued that form-focused classroom instruction, including negative evidence, is more effective in helping L2 learners to arrive at the appropriate properties of English than positive input alone, and an experimental study on the effectiveness of teaching adverb placement was conducted with I 1 and 12 year-old francophone learners of English.