Journal Article10.2307/40264512
Current Issues in the Teaching of Grammar: An SLA Perspective
TL;DR: In this article, the authors consider eight key questions relating to grammar pedagogy in the light of findings from the study of how learners acquire a second language (SLA) and provide a statement of their own beliefs about grammar teaching.
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Abstract: The study of how learners acquire a second language (SLA) has helped to shape thinking about how to teach the grammar of a second language There remain, however, a number of controversial issues This paper considers eight key questions relating to grammar pedagogy in the light of findings from SLA As such, this article complements Celce-Murcia’s (1991) article on grammar teaching in the 25th anniversary issue of TESOL Quarterly, which considered the role of grammar in a communicative curriculum and drew predominantly on a linguistic theory of grammar These eight questions address whether grammar should be taught and if so what grammar, when, and how Although SLA does not afford definitive solutions to these questions, it serves the valuable purpose of problematising this aspect of language pedagogy This article concludes with a statement of my own beliefs about grammar teaching, grounded in my own understanding of SLA
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Citations
Processing Instruction Versus Traditional Instruction: The Transfer-of-Training Effects on Chinese EFL Learners
Abstract: This research investigated the impact of processing instruction (PI) on the acquisition of the English third-person singular present tense by Chinese English-as-a-foreign-language (EFL) learners and whether this effect would extend to the acquisition of other language components. This study featured the pretest-immediate-posttest design and participants were required to participate in all tests (pretest, immediate posttest, delayed posttest). Two classes were assigned to receive PI and Traditional Instruction (TI) respectively, while another class served as the control group. A language background check was conducted 2 weeks before the main experiment. And after three consecutive class hours, there is an immediate posttest and a delayed posttest in 2 weeks. By comparing the results of the three tests, the study measured and compared the primary effects, secondary transfer-of-training (TOT) effects, and cumulative TOT effects of PI and TI. The findings showed that both PI and TI had significant effects, although they differed in the extent and duration of improvement in acquisition effectiveness. PI was found to be superior to TI, which could be reflected in primary and two TOT effects except the interpretation tasks related to passive voice. This study suggests that PI can be utilized in grammar teaching due to its efficacy in teaching specific linguistic structures and its transfer-of-training effects on other grammar rules.
A Teacher’s Pedagogical Belief in Teaching Grammar: A Case Study
TL;DR: In this paper, a study was conducted to investigate the teacher's pedagogical belief in teaching grammar whether it should be taught explicitly or implicitly, and the challenges faced by the teacher in implementing her selected belief.
Ushering in a Combined Approach to Teaching Development in Rural Haiti
Anasthasie N. Liberiste-Osirus
- 01 Jan 2015
TL;DR: This paper reviewed the current style of teaching, introduced a new approach, and suggested ways in which the two can unite based on cultural norms, and included a practical template for teacher training based on the proposed method.
Explicit vs. Implicit Grammar Teaching in EFL Classroom: A Literature Review
Hasan Ali Şahi̇nkaya
TL;DR: Explicit and implicit grammar teaching approaches yield positive outcomes in EFL classrooms, each having its own strengths and weaknesses.
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