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Journal articles on the topic 'Explicit Grammar Instruction'
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Koceva, Vesna. "TYPES OF EXPLICIT AND IMPLICIT GRAMMAR INSTRUCTION." Knowledge International Journal 34, no. 6 (October 4, 2019): 1645–50. http://dx.doi.org/10.35120/kij34061645k.
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This paper briefly presents a theoretical research conducted by revising an extensive relevant literature on this problematics, by separating, in our opinion, the most important definitions connected with explicit and implicit grammar instruction. The introduction gives a brief explanation of the difference between the implicit and explicit knowledge and learning. The paper further establishes the main differences between the implicit and explicit instruction by citing the positions of Ellis, Housen and Pierrard. A distinction is made between the indirect assistance or intervention i.e. indirect instruction which, in essence, is implicit as well as some implicit instruction. The paper continues with a discussion of Batstone's stance, who believes that the explicit and implicit instructions can only be defined in relation with the teacher or the creator of the teaching material, while the implicit and explicit learning refer to the student and there is no necessary relation between the two pairs of terms. The paper briefly mentions the claims of Norris and Ortega, Doughty and Robinson. The discussion continues with explanation of the types of explicit and implicit instruction, defining the terms reactive, proactive, direct, indirect, deductive, inductive, intensive and extensive grammar instruction. In the end, the paper briefly summarises the main definitions regarding explicit and implicit grammar instruction.
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Daloglu, Aysegul. "EFL Students’ Beliefs about How They Learn Grammar Best." English Language Teaching 13, no. 10 (September 29, 2020): 158. http://dx.doi.org/10.5539/elt.v13n10p158.
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Learner beliefs about how they learn a language best play a vital role in the instructional process and the role of grammar instruction has been a much-debated topic in the research and practice of EFL instruction. This study explores learner beliefs about how they best learn grammar focusing on four construct pairs: meaning-focused versus form-focused instruction, focus on form versus focus on forms, explicit versus implicit instruction, and inductive versus deductive grammar instruction. Data were collected through a survey from 927 preparatory year and undergraduate students at an English-medium university in an English as a foreign language (EFL) setting. Results showed that regardless of year of study, students showed a preference for having grammar included as part of their lessons and course books, and although focus on form was reported to be the least preferred method of instruction, when given a choice between implicit versus explicit grammar instruction, all groups preferred explicit instruction.
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Alkhawaldeh, Ahmad. "A Research Investigation of Contextualized Grammar Instruction from the Perspective of English Language Lecturers and Students at Al-Imam Mohammad Ibn Saud Islamic University." International Journal of English Linguistics 10, no. 5 (July 14, 2020): 162. http://dx.doi.org/10.5539/ijel.v10n5p162.
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This study investigated implicit versus explicit EFL grammar instruction by surveying the beliefs of university lecturers and students at the College of Languages and Translation at Al-Imam Mohammad Ibn Saud Islamic University/KSA regarding this significant issue. Many university lecturers who responded to the questionnaire instrument in the present study supported contextualized (implicit) grammar instruction. Likewise, open-ended questionnaire responses provided by a number of university students, at the above college, revealed that several students favored contextualized grammar instruction while explicit/conscious grammar instruction was the choice of a few of them. Meanwhile, a few students favored a combination of implicit and explicit grammar instruction. In light of the above findings, the author recommends the adoption of contextualized grammar instruction with appropriate attention be given to explicit grammar instruction.
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Onalan, Okan. "Non-Native English Teachers’ Beliefs on Grammar Instruction." English Language Teaching 11, no. 5 (April 3, 2018): 1. http://dx.doi.org/10.5539/elt.v11n5p1.
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Research on teacher cognition, which mainly focuses on identifying what teachers think, know and believe, is essential to understanding teachers’ cognitive framework as it relates to the instructional choices they make. The aim of this study is to find out the beliefs of non-native speaker teachers of English on grammar instruction and to explain how those reported beliefs are influenced by particular demographic factors. 75 non-native speaker teachers of English participated in the study. Data was collected by a 5-Likert type questionnaire with 15 items that addressed a range of key issues in grammar instruction, particularly direct (explicit) or indirect (integrated) grammar instruction. The study has provided a number of valuable insights, particularly in relation to teachers’ beliefs about grammar instruction. The representation of grammar instruction that arises from participant teachers’ responses in this study is one characterized by systematic explicit grammar teaching with regular opportunities for grammar practice, not in isolation but in relation to skills-oriented work. Moreover, teachers with higher English proficiency levels and higher degrees (master’s/doctorate) showed stronger belief towards teaching grammar indirectly. Teachers of adult learners showed a higher tendency towards direct grammar teaching. Non-native speaker teachers preferred to use more indirect grammar instruction as they progressed academically and proficiency-wise, but they implemented more direct grammar teaching as the ages and level of their students increased.
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Teoh, Swee Ai. "Grammar Instruction For Grammatical Competence." International Journal of Modern Languages And Applied Linguistics 1, no. 1 (August 1, 2017): 43. http://dx.doi.org/10.24191/ijmal.v1i1.7622.
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This paper is based on a study which investigated the effectiveness of explicit grammar instruction. The instruction was set in the context of teaching students to writeliterature reviews. A pre-test and a post-test were carried out to ascertain whether there was improvement in the students’ command of verb tenses after a lesson where the students were given instruction on the different tenses that are used in literature reviews. The findings of this study lead to the conclusion that explicit grammar instruction is most effective for students who are least grammatically competent.
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Rahman, Ayuni Madarina Abdul, and Radzuwan Ab Rashid. "Explicit and Implicit Grammar Instructions in Higher Learning Institutions." English Language Teaching 10, no. 10 (September 10, 2017): 92. http://dx.doi.org/10.5539/elt.v10n10p92.
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Two universally accepted approaches to grammar instruction are explicit and implicit teaching of the grammar. Both approaches have their own strengths and limitations. Educators may face a dilemma whether to teach grammar explicitly or implicitly. This paper aims to provide insights into the educators’ beliefs towards grammar teaching in Malaysian Higher Learning Institutions, and the sources of the held beliefs. Data were generated through semi-structured interviews with five educators from several private colleges located in peninsular Malaysia. Data analysis reveals that a majority of the respondents preferred grammar to be taught explicitly in their ESL classrooms; nevertheless they viewed implicit instruction as necessary when conforming to students’ needs. The sources of the held beliefs are educators’ experience as well as the institutional requirement. This paper draws our attention to the role of educators as an eclectic teaching practitioner who are able to apply a suitable grammar instruction according to learners’ needs. It is hoped that this study will contribute to the growth of literature on grammar teaching and learning especially in Malaysian ESL classrooms.
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Gardaoui, Nasser, and Bouhadiba Farouk. "The Effects of Two Grammar Teaching Options on Learning Complex Grammatical Structures." SMART MOVES JOURNAL IJELLH 3, no. 1 (May 17, 2017): 1. http://dx.doi.org/10.24113/ijellh.v3i1.325.
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Abstract This study compared the relative effectiveness of two instructional options -explicit instruction (EI) in conjunction with input enhancement (IE) vs. IE alone- on students’ learning of tense and grammatical aspect in the Algerian EFL situation. The treatment conditions were implemented with thirty-eight young adult EFL learners in two intact classes at the university level. The first group received instruction through input enhancement only, while the second group was exposed to explicit instruction prior to input enhancement. All participants had to participate in a pretest and a posttest. The tests consisted of three tasks: (1) a grammaticality judgment task and (2) a written gap-filling task, and (3) a picture description task. The results ‘descriptive results indicated that the EI + IE group outperformed the IE group while the statistical analysis (Anova) revealed that the instructional effect did not amount to statistically significant learning gains. These limited findings imply that, pedagogically, combining implicit and explicit instructional treatments is a better choice for teachers than focussing on implicit and less intrusive techniques in grammar classes.
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Silva, Gláucia. "PORTUGUESE GRAMMAR INSTRUCTION: VIEWS OF HERITAGE AND FOREIGN LANGUAGE LEARNERS." Caderno de Letras, no. 35 (January 19, 2020): 179. http://dx.doi.org/10.15210/cdl.v0i35.17346.
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Research on learner perception has shown that foreign language (FL) learners consider formal grammar study quite important (SCHULZ, 1996). However, we know little about perceptions and beliefs of heritage language (HL) learners in what relates to grammar instruction. In a qualitative study on HL instruction at the college level, Schwarzer and Petrón (2005) do include the opinions of their participants on grammar instruction: that formal grammar instruction, as done in FL classes, was not useful for them. In fact, it is now accepted that HL instruction needs to be different from FL instruction (e.g., BEAUDRIE; DUCAR; POTOWSKI, 2014; PARODI, 2008). Nevertheless, most HL learners of Portuguese at the university level take FL classes, even if an HL track is available. Given this scenario, this paper discusses 1) whether HL and FL learners of Portuguese prefer formal or integrated/contextualized grammar instruction, and 2) whether they believe explicit grammar instruction helps their linguistic development in Portuguese. The methodology consisted of a survey among college students matriculated in Portuguese language classes in a U.S. university. Results suggest that HL learners tend to prefer integrated/contextualized grammar instruction, whereas the FL group does not appear to have a clear preference. However, both groups of learners see value in explicit grammar instruction, which does not necessarily contrast with contextualized instruction (ELLIS, 21016). The paper also includes a discussion of pedagogical implications based on the findings presented.Keywords: Heritage language; foreign language; learners’ views; grammar instruction.
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Guci, Rizki Indra, and Nur Arifah Drajati. "Implicit Teaching Strategies on Grammar Instruction: Students’ Prevailing Stance." AKSARA: Jurnal Bahasa dan Sastra 20, no. 2 (October 30, 2019): 109–24. http://dx.doi.org/10.23960/aksara/v20i2.pp109-124.
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Grammar teaching in foreign language education has been maintained by most theories as one thing playing a significant role in facilitating the process of learning to read, write, speak, and understand a foreign language. However, scholars label that role as controversial both in the research of second language acquisition (SLA) and language pedagogy. Thus, such condition results in a potential cause of confusion to teachers and students, then leads the researchers to a thoughtful theoretical debate on the topic of the way grammar should be taught: explicitly or implicitly. The aim of the present case study was to gain an insight into the prevailing stance of Indonesian English students on grammar teaching enrolled in a senior high school. To this end, a questionnaire as well as interview sessions were developed and validated based on one construct pair from SLA literature: explicit versus implicit instruction. The findings, in general, showed that the students were found to prefer implicit over explicit instruction. Nonetheless, the stance somewhat changed depending on the proficiency level of students. As an implication, this study supported Indonesian English students to maintain their stance on implicit teaching strategies on grammar instruction, regarding the help they can get in the process of natural acquisition of language.
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Jungim Woo. "Teaching of writing through context-based explicit grammar instruction." English Language Teaching 19, no. 4 (December 2007): 105–5. http://dx.doi.org/10.17936/pkelt.2007.19.4.005.
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Macaro, Ernesto, and Liz Masterman. "Does intensive explicit grammar instruction make all the difference?" Language Teaching Research 10, no. 3 (July 2006): 297–327. http://dx.doi.org/10.1191/1362168806lr197oa.
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Scheffler, P. "Lexical priming and explicit grammar in foreign language instruction." ELT Journal 69, no. 1 (August 19, 2014): 93–96. http://dx.doi.org/10.1093/elt/ccu044.
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Lumaela, Ernita, and Stella Rose Que. "USING OF EXPLICIT INSTRUCTION METHOD IN IMPROVING STUDENTS’ GRAMMAR ABILITY IN SIMPLE PRESENT TENSE AT CLASS X3 OF SMA NEGERI 4 LEIHITU." JURNAL TAHURI 18, no. 1 (February 5, 2021): 13–32. http://dx.doi.org/10.30598/tahurivol18issue1page13-32.
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Based on the preliminary study, almost students usually have some problems in finding out the verb form of simple present tense. There are omissions of be, and suffix -s/-es. It shows that students’ grammar ability is low in simple present tense. The research questions are how can explicit instruction method improve students’ grammar ability in simple present tense? And what are students’ responses about using explicit instruction method during teaching learning process? Its significant are for students, they have grammar ability in using simple present tense well. And they are accustomed to use the correct verb of simple present tense. Then, for teacher, is to provide the better method for teaching grammar. And the Explicit Instruction method helps the teacher to variety his or her instruction of teaching grammar. Type of this research is classroom action research by using Explicit Instruction method. It is conducted at SMA Negeri 4 Leihitu in Seith village of Central Maluku. The subject is the first grade of class X3 with the total number 20 students. The research has been done in three cycles consisted of three times of meeting in each cycle during four weeks. And every last meeting of each cycle, researcher conducted a test to measure students’ improvement. And the pre- test of students’ result show the mean 29,5 at the poor level. Then, in the first cycle, the students’ mean add 52,9 at the poor level. And the second cycle, the students’ mean increase 65 which show at the average level. And the last cycle, students’ mean improve highly 78 which shows at the good level. Finally, students show the good progress. They have been able to use the simple present tense of auxiliary verbs in sentences, determine the correct verbs of the subject-verb-agreement and transform the verb of the third singular person well
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Aprizani, Yudha, Neneng Islamiah, and Faoyan Agus Furyanto. "Explicit Grammar Instruction Enhance Students’ Reading Ability on Cognitive Aspect." PAROLE: Journal of Linguistics and Education 8, no. 1 (October 22, 2018): 19. http://dx.doi.org/10.14710/parole.v8i1.19-25.
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This research aimed to find out the result of comparison between experimental and control group whether explicit instruction has influence in enhancing student’s cognition in language grammar on reading skills at MTS Al Muddakir Banjarmasin. The number of participants taken by researcher are 20 students either experimental and control group. The collecting of data used by researcher is to apply an essay test and reading texts. Researchers build up the test of instrument validity and reliability before the instruments are tested in experimental group. Then, researcher did independent sample t-test untuk find out the mean score of cognitive ability of students in language grammar on reading skills. The result of finding gained by research stated that sig (2-tailed) 0.000 is less than 0.05. it meant that there is difference of influencing cognitive ability of students in language grammar on reading skills but in independent sample t-test, the result is 0.164 > 0,05. It can be concluded that it meant that there is no difference of mean score of cognitive ability of students on experimental group but for the influence of explicit instruction that resulted in paired sample t-test, there is difference of influencing the result of cognitive ability of students in reading skills.
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de Graaff, Rick. "THE EXPERANTO EXPERIMENT." Studies in Second Language Acquisition 19, no. 2 (June 1997): 249–76. http://dx.doi.org/10.1017/s0272263197002064.
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Theories on the role of consciousness and the enhancement of noticing (Schmidt, 1990, 1994; Sharwood Smith, 1993) predict a facilitative effect of explicit knowledge, as built up by explicit instruction, on the acquisition of implicit second language (L2) knowledge. This study investigates the interaction between the presence or absence of explicit instruction and the variables complexity and morphology/syntax in the acquisition of four L2 structures. Two groups of 27 university students, differing in the exposure to explicit instruction, followed a computer-controlled self-study course in an artificial language. Results from computer-controlled posttests confirm the general hypothesis that explicit instruction facilitates the acquisition of L2 grammar. However, no evidence could be reported for the hypotheses predicting a differential effect of explicit instruction depending on the variables complexity and morphology/syntax.
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Klapper, John, and Jonathan Rees. "Reviewing the case for explicit grammar instruction in the university foreign language learning context." Language Teaching Research 7, no. 3 (July 2003): 285–314. http://dx.doi.org/10.1191/1362168803lr128oa.
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This paper examines the extent to which research findings from second language and immersion programmes, concerning the efficacy of different instructional approaches, are transferable to the context of foreign language learning in British higher education. It draws on data from a four-year longitudinal study involving two experimental groups of undergraduate learners of German as a foreign language, one of which was exposed to ‘focus-on-form’ tuition, the other to ‘focus-onforms’ instruction. The relative merits of the two approaches are assessed through analysis of proficiency gains for classroom instruction and residence abroad phases of the programme, using holistic and discrete proficiency-testing instruments. The study also highlights the effect of formal and naturalistic learning contexts on the rate and order of development of particular grammatical competencies in L2 German for the sample.
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Mowlaie, Bahram, and Mona Mirzaei. "Effect of Explicit Spoken Grammar Instruction on Raising Pre-Intermediate Iranian EFL Learners’ Competence." Global Journal of Educational Studies 3, no. 1 (June 30, 2017): 71. http://dx.doi.org/10.5296/gjes.v3i1.10531.
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The present study aimed at investigating the effect of explicit instruction of four main spoken grammar features of heads, tails, progressive past tense, and ellipsis on raising EFL learners’ awareness of them. The main impetus came from the fact that these features are usually ignored in ELT textbooks because nearly all grammatical points are restricted to written grammar. To this end, 23 female EFL learners in pre-intermediate level whose homogeneity was confirmed using KET test, were assigned to an experimental group. A pretest was conducted to determine their current level awareness of the spoken features aforementioned. A posttest was administered after 10 sessions of awareness-raising oriented instruction. The data analysis showed that it is both possible and potentially desirable to apply explicit instruction to raise learners’ awareness of aspects of native speaker spoken grammar to EFL learners. The study can have educational implications for language teachers and learners in EFL context.
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Balcom, Patricia, and Siok H. Lee. "The Effect of Extensive Instruction on Learning the Passive Voice in Intermediate ESL." ITL - International Journal of Applied Linguistics 157 (2009): 45–74. http://dx.doi.org/10.2143/itl.157.0.2042587.
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AbstractThis study investigates the effect of extensive form-focused instruction on a complex point of grammar, the passive voice in English. Subjects were 40 Sinophone ESL students in Grade 8 to 11, ranging in age from 13 to 17 (mean = 14.8). After a battery of pre-tests, subjects underwent an instructional phase of 7.5 hours during which they received explicit instruction on the forms and functions of the passive voice, enhanced input, implicit and negative feedback, and did a variety of exercises, from highly structured to guided writing. Post-tests were administered three weeks after the end of the instruction phase. Results showed that treatment had a significant effect on subjects\u2019 learning of the passive voice, and that the subjects were able to transfer their explicit knowledge to a communicative writing task.
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Rousse-Malpat, Audrey, Rasmus Steinkrauss, and Marjolijn Verspoor. "Structure-based or dynamic usage‑based instruction." Instructed Second Language Acquisition 3, no. 2 (November 1, 2019): 181–205. http://dx.doi.org/10.1558/isla.38054.
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This classroom study aims to explore the instructional effects of structure-based (SB) or dynamic usage-based (DUB) instruction with free response, communicative writing tasks after three years of L2-French instruction on linguistic complexity measures in (morpho)syntax and lexicon. We investigated data from forty-three young high school beginner learners of L2-French after three years of instruction with similar amounts of L2 exposure. The SB treatment included a traditional focus on explicit grammar; the DUB group was taught using the Accelerated Integrated Method, a highly communicative, meaningfocused method without explicit instruction, but with a great deal of exposure and repetition to induce frequency effects. Results after three years show that DUB instruction leads to more linguistic complexity in terms of various (morpho)syntactic and some lexical measures (multi-word sequences coverage). On other lexical measures (such as Guiraud index and average word length), no differences were found. The results are discussed using insights from the dynamic usage-based perspective.
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TOTH, PAUL D., and PEDRO GUIJARRO-FUENTES. "The impact of instruction on second-language implicit knowledge: Evidence against encapsulation." Applied Psycholinguistics 34, no. 6 (August 8, 2012): 1163–93. http://dx.doi.org/10.1017/s0142716412000197.
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ABSTRACTThis paper compares explicit instruction in second-language Spanish with a control treatment on a written picture description task and a timed auditory grammaticality judgment task. Participants came from two intact, third-year US high school classes, with one experiencing a week of communicative lessons on the Spanish clitic se (n = 15) and the other exposed to se only incidentally (n = 20). Explicit instruction consisted of grammar rules with sentence-level examples, followed by communicative tasks. Three test versions were administered within a split-bloc design as a pretest, immediate posttest, and delayed posttest 6 weeks after instruction. The instructed group increased targetlike uses of se on both tasks and sustained gains through the delayed posttest, although first-language transfer errors persisted. Meanwhile, overgeneralization errors centered on semantic and syntactic contexts similar to the instructional object, aligning with the unergative–unaccusative distinction among intransitive verbs. It is argued that the data provide evidence for the permeability of second-language implicit knowledge to explicit instruction and against total encapsulation as a model of the mind.
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Rahman, Muhammad Asfah, and Indrawaty Asfah. "Some Effects of Explicit Grammar Instruction and Syntactic Priming on Students’ Written Language Production." SHS Web of Conferences 42 (2018): 00070. http://dx.doi.org/10.1051/shsconf/20184200070.
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Structural or syntactic priming is a phenomenon in which prior exposure to specific language structures either facilitates or interferes with a learner’s subsequent language production [1]. Exposure to English structures through explicit instruction is reported to have inconclusive results. [2] reported that explicit and implicit grammar instruction ends up with automatization. This study reexamines the effect of syntactic priming and explicit grammar instruction on students’ writing. Specific grammatical features frequently appeared on TOEFL (Written Expression Section) test were intensively practiced and then the students took a test whose items were specifically collected from TOEFL practice tests. Finally, the students were assigned to write a short essay. Sentences with similar structures which the students had been exposed to were extracted from the students’ essays. Out of 40 test items, only 59.86% in average could be answered correctly, and all of the grammatical features to which the students were previously exposed were contained in their essays. However, in average only eight out of 18 sentences were grammatically constructed. It can be concluded that although priming method with explicit instruction leads the students to use similar syntactic features in their writing, it seems to have little impact on students’ grammatical knowledge for immediate use in written language production.
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Pangestu, Adjie Putra, Jumatul Hidayah, and Eka Apriani. "The Impacts of Explicit and Implicit Instructions of English Connectors on EFL Students’ Reading Comprehension." Linguists : Journal Of Linguistics and Language Teaching 7, no. 1 (July 14, 2021): 23. http://dx.doi.org/10.29300/ling.v7i1.4305.
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There have been many studies on English grammar, but a dearth of studies has been conducted in the cross-sectional fields such as seeking how the field of grammar makes contributions to reading comprehension. Accordingly, the current study sought to find out the impacts of explicit and implicit instructions of English connectors on EFL students’ reading comprehension. 50 third semester students from an English department at a university in Bengkulu were incorporated as the samples. Adopting a quasi-experimental method, those 50 students were split into two classes, the so-called experimental and control classes. Students in the experimental class were taught English connectors explicitly, and those of the control class were taught English connectors implicitly. Before eight times of treatments in the form of the two ways of instructions, students of the two group were given a valid and reliable reading comprehension pre-test, and a similar construct of post-test was given after the eighth treatments ended. The data of the current study were analyzed by deploying paired sample t-test and independent sample t-test. The present study revealed that explicit and implicit instructions of English connectors had positive impacts on EFL students’ reading comprehension. However, the explicit instruction of English connectors enhanced EFL students’ reading comprehension more significantly and more effectively. It is recommended that further studies be conducted to replicate the present study in different contexts for the sake of providing rich data to confirm the current study’s results.
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Do, Moon-Hee, and Incheol Choi. "Grammar Instruction for Korean Young Learners of English: Implicit or Explicit?*." Studies in Modern Grammar 77 (March 30, 2014): 93–115. http://dx.doi.org/10.14342/smog.2014.77.93.
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Hong, YoungYeah. "The Impact of Explicit Grammar Instruction on Learners in College English." Journal of Mirae English Language and Literature 23, no. 2 (May 31, 2018): 101–20. http://dx.doi.org/10.46449/mjell.2018.05.23.2.101.
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Batterink, Laura, and Helen Neville. "Implicit and Explicit Second Language Training Recruit Common Neural Mechanisms for Syntactic Processing." Journal of Cognitive Neuroscience 25, no. 6 (June 2013): 936–51. http://dx.doi.org/10.1162/jocn_a_00354.
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In contrast to native language acquisition, adult second-language (L2) acquisition occurs under highly variable learning conditions. Although most adults acquire their L2 at least partially through explicit instruction, as in a classroom setting, many others acquire their L2 primarily through implicit exposure, as is typical of an immersion environment. Whether these differences in acquisition environment play a role in determining the neural mechanisms that are ultimately recruited to process L2 grammar has not been well characterized. This study investigated this issue by comparing the ERP response to novel L2 syntactic rules acquired under conditions of implicit exposure and explicit instruction, using a novel laboratory language-learning paradigm. Native speakers tested on these stimuli showed a biphasic response to syntactic violations, consisting of an earlier negativity followed by a later P600 effect. After merely an hour of training, both implicitly and explicitly trained learners who were capable of detecting grammatical violations also elicited P600 effects. In contrast, learners who were unable to discriminate between grammatically correct and incorrect sentences did not show significant P600 effects. The magnitude of the P600 effect was found to correlate with learners' behavioral proficiency. Behavioral measures revealed that successful learners from both the implicit and explicit groups gained explicit, verbalizable knowledge about the L2 grammar rules. Taken together, these results indicate that late, controlled mechanisms indexed by the P600 play a crucial role in processing a late-learned L2 grammar, regardless of training condition. These findings underscore the remarkable plasticity of later, attention-dependent processes and their importance in lifelong learning.
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Hassanzade, Mona, and Mehry Haddad Narafshan. "Natural and Instructional Input Practices: Consciousness-Raising in ELT." International Journal of English Language Education 4, no. 1 (February 11, 2016): 156. http://dx.doi.org/10.5296/ijele.v4i1.9006.
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<p>Many researchers on language acquisition agree that early onset is important when acquiring a second language (L2). Second language acquisition depends on the experience of the target language. Accounts of successful L2 acquisition have accordingly emphasized the importance of the quality of the input available to the learners. Consequently, this study probes the impact of input quality on second language grammar comprehension and production of young children. 40 infants (3 to 4 years old) were selected as the sample of this study. The results revealed that explicit input which draws learners’ attention to linguistic form and structure caused a better grammar comprehension and production in young children; explicit grammar instruction can serve to speed up both grammar comprehension and production process.</p>
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Moeen, Ali Akbar, Daryoush Nejadansari, and Azizolla Dabaghi. "The impact of implicit vs explicit grammar teaching through scaffolding on Iranian learners’ speaking achievement; focusing on fluency, accuracy, and complexity." Journal of Applied Research in Higher Education 11, no. 4 (October 14, 2019): 800–813. http://dx.doi.org/10.1108/jarhe-01-2019-0021.
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Purpose The purpose of this paper is to investigate the impact of teaching grammar through implicit and explicit approach by applying scaffolding technique on learners’ speaking abilities including: accuracy, fluency and complexity. Design/methodology/approach To this end, 90 BA students of architecture in Yazd Azad University were selected and homogenized through Oxford Placement Test. They were assigned to three groups each including 30 participants, and took an IELTS speaking as pre-test to ensure that they had the same speaking ability prior to the begging of the experiment. In the course of the study, the first experimental group (EG1) received implicit instruction through scaffolding, and the second experimental group (EG2) was taught through explicit instruction. In contrast, control group did not receive any kind of grammar teaching. After the completion of the treatment, all groups took speaking post-test. Findings The results of the study showed that while both explicit and implicit teaching of grammar through scaffolding had a significant impact on learners’ speaking fluency, implicit teaching in comparison with explicit teaching was more significantly effective on learners’ speaking fluency. Similarly, both implicit and explicit teaching of grammar through scaffolding had significant impact on learners’ speaking accuracy and complexity, but explicit teaching compared to implicit teaching was more significantly effective. Practical implications The results of the study are mainly beneficial to teachers in the way that they can teach grammar in a more efficient way, and consequently improve learners’ speaking. In addition, curriculum developers and second language learners will benefit from the results of this research. Originality/value There has always been a controversy over an effective way to teach speaking skill in EFL classes over the last decades. In this regard, one of the most controversial approaches to teaching speaking arose from the dichotomy of teaching grammar through implicit or explicit teaching of rules. This paper has originality in that it delves into this controversial issue at length and in details.
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Brandel, Noa. "The positive effect of explicit positive evidence." Instructed Second Language Acquisition 2, no. 2 (October 9, 2018): 215–41. http://dx.doi.org/10.1558/35105.
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The study investigates questions central to the field of second language (L2) acquisition and instruction: Does the first language (L1) influence the L2 grammar? Can wrong patterns be restructured? Is Universal Grammar accessible during L2 acquisition? And can L2 acquisition, rather than learning (in Krashen’s sense), be triggered by explicit positive evidence (EPE), combining input flood with explicit emphasis upon target forms? Three properties associated with the Null Subject Parameter were inspected in two sixth-grade groups (L1-Hebrew, L2-English): thematic subject omission, expletive subject omission, and post-verbal subjects. During teaching, both groups were exposed to input flood of expletive subjects, but only in one group were expletives explicitly emphasized (EPE). A Hebrew-toEnglish translation-choice task tested the abovementioned properties pre-teaching, immediately post-teaching, and four months post-teaching. Shortly after teaching, the group which was explicitly taught improved significantly in rejecting ungrammatical null expletives and post-verbal subjects, but not null thematic subjects, thus indicating (partial) clustering. However, the improvement attained was not fully preserved four months later. The results show that shortterm exposure to EPE concerning a single property can apparently trigger change in another property, suggesting that learned knowledge can affect L2 competence, and that Universal Grammar plays a role in L2 acquisition.
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Cox, Jessica G. "EXPLICIT INSTRUCTION, BILINGUALISM, AND THE OLDER ADULT LEARNER." Studies in Second Language Acquisition 39, no. 1 (December 1, 2015): 29–58. http://dx.doi.org/10.1017/s0272263115000364.
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Little is known about older adult language learners and effects of aging on L2 learning. This study investigated learning in older age through interactions of learner-internal and -external variables; specifically, late-learned L2 (bilingualism) and provision of grammar explanation (explicit instruction, EI). Forty-three older adults (age 60+) who were monolingual English or bilingual English/Spanish speakers learned basic Latin morphosyntax using a computer program with or without EI. Results showed no overall effects of EI, although bilinguals with EI had advantages when transferring skills. Bilinguals also outperformed monolinguals on interpretation regardless of instruction.This study expands the scope of SLA research to include older adults and bilinguals, when traditionally participants are young adult monolinguals. It bolsters nascent research on older adults by adopting a tried-and-true paradigm: interactions between variables. Older adults’ overall success at learning language counters negative stereotypes of aging and demonstrates that bilingual linguistic advantages are lifelong.
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Luvuno, Monica Dudu, and Oluwatoyin Ayodele Ajani. "The Use of Modal Auxiliary Verbs among Selected Pre-Service Students at A South African Rural University." International Journal of Higher Education 11, no. 2 (September 17, 2021): 67. http://dx.doi.org/10.5430/ijhe.v11n2p67.
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This study was conducted at a university based in KwaZulu-Natal, South Africa. The purpose of the study was to determine if the explicit instruction of selected grammar aspect, modal auxiliary verbs, improved students’ ability to write English. The study was qualitative in nature and a case study design was adopted. The focus was in relation to a sample of 80 student teachers who were randomly selected in 2016 in the Faculty of Education. 40 participants were randomly assigned into experimental and control groups. For the experimental group, training lasted six weeks. Both groups were made to write similar essays and those essays were marked focusing on the students’ ability to use modal auxiliary verbs. The study’s findings revealed that the experimental group performed better than those in the control group in the use of modal auxiliary verbs. Based on the findings, the study recommended explicit grammar instruction in all the students’ level of study in order to overcome the challenges they have in writing English. Thus, time should be created to ascertain that adequate explicit grammar lessons are offered to all pre-service teachers at the university.
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Allen, Linda Quinn. "FORM-MEANING CONNECTIONS AND THE FRENCH CAUSATIVE." Studies in Second Language Acquisition 22, no. 1 (March 2000): 69–84. http://dx.doi.org/10.1017/s0272263100001030.
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This study examines the generalizability of VanPatten and Cadierno (1993b) by investigating the relative effect of two types of explicit grammar instruction on learners' ability to interpret and produce sentences containing the French causative. Nine classes of 179 fourth-semester French students were assigned to three groups: (a) processing instruction, (b) traditional instruction, and (c) no instruction. The results indicate that processing instruction is as effective as traditional instruction in enabling learners to interpret the French causative and that traditional instruction is more effective in enabling learners to produce the French causative.
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Montrul, Silvina, and Melissa Bowles. "Is Grammar Instruction Beneficial for Heritage Language Learners? Dative Case Marking in Spanish." Heritage Language Journal 7, no. 1 (December 30, 2010): 47–73. http://dx.doi.org/10.46538/hlj.7.1.3.
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Spanish heritage speakers have been shown to have incomplete knowledge of dative case marking with both animate direct objects (also known as differential object marking (DOM) or a-personal) and dative experiencers with gustar-psych verbs in oral and written modes (Montrul, 2004; Montrul & Bowles, in press). In general, Spanish objects that are animate and specific are obligatorily marked with the preposition a (Juan conoce a tu hermana “Juan knows your sister”). Inanimate objects are unmarked (Juan compró un perro “Juan bought a dog”, Juan escuchó la radio “Juan listened to the radio”). Gustar-type psych verbs take dative experiencers obligatorily marked with the dative preposition a and a dative clitic (A Juan le gusta el rugby “Juan likes rugby”). This study investigated the effects of instruction on the acquisition of DOM and gustarverbs for heritage language learners. A total of 45 2nd generation Spanish heritage speakers participated in the study, completing a pre-test, instructional treatment, and a post-test. The instructional treatment consisted of an explicit grammatical explanation of the uses of a followed by three practice exercises, for which participants received immediate, explicit feedback, including negative evidence. Results of the heritage learners' pre-test confirmed that their recognition and production of a with animate direct objects and dative experiencers is probabilistic, compared with a baseline group of 12 native speakers of Spanish. Post-test results revealed highly significant gains by heritage learners in both intuitions and production, suggesting that instruction, including both positive and negative evidence, facilitates classroom heritage language acquisition, at least in the short term.
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Bolgün, M. Ali. "The Significance of Data-driven Descriptions of Forms in Explicit Grammar Instruction." Procedia - Social and Behavioral Sciences 70 (January 2013): 430–46. http://dx.doi.org/10.1016/j.sbspro.2013.01.081.
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PRESSON, NORA, BRIAN MacWHINNEY, and NATASHA TOKOWICZ. "Learning grammatical gender: The use of rules by novice learners." Applied Psycholinguistics 35, no. 4 (December 7, 2012): 709–37. http://dx.doi.org/10.1017/s0142716412000550.
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ABSTRACTTwo experiments successfully trained novices to categorize French nouns by grammatical gender, resulting in high levels of performance after delay. Training with a frequent exemplar and training with a more diverse exemplar set led to equivalent learning. However, providing explicit rules with correctness feedback led to better generalization and retention than did correctness feedback alone or feature focusing without explicit rule information. This suggests that, at least for some grammar tasks, explicit information about form–function mappings improves learning. Moreover, the advantage of rule instruction was robust to testing and training under time pressure. Thus, rule instruction may be helpful even when speeded performance is required, supporting the prediction that practice leads to proceduralization of declarative grammatical knowledge.
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Kachinske, Ilina, and Robert DeKeyser. "The interaction between timing of explicit grammar explanation and individual differences in second language acquisition." Journal of Second Language Studies 2, no. 2 (October 8, 2019): 197–232. http://dx.doi.org/10.1075/jsls.19003.kac.
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Abstract Despite numerous positive findings of explicit instruction, this topic continues to engage scholars worldwide. One issue that may be crucial for the effectiveness of explicit instruction is the interaction between cognitive individual differences (language aptitude and working memory) and types of instruction. In this experiment, 128 learners of Spanish were randomly assigned to four experimental treatments and completed comprehension-based practice for interpreting object-verb and ser/estar sentences in Spanish. Results revealed that the various combinations of rules and practice posed differential task demands on the learners and consequently drew on language aptitude and working memory to a different extent. We argue that not only are rules and practice both necessary, but that their suitable integration ameliorates task demands, reducing the burden on the learner, and accordingly mitigates the role of participants’ individual differences, thus making a substantial difference for the learning of second language grammar.
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Başöz, Tutku. "Through the Eyes of Prospective Teachers of English: Explicit or Implicit Grammar Instruction?" Procedia - Social and Behavioral Sciences 158 (December 2014): 377–82. http://dx.doi.org/10.1016/j.sbspro.2014.12.103.
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Koike, Yuko. "English Aspect: L1 Transfer and Explicit Instruction." JALT2018—Diversity and Inclusion 2018, no. 1 (August 1, 2019): 205. http://dx.doi.org/10.37546/jaltpcp2018-28.
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Aspect shows cross-linguistic variation, and the role of the first language in the acquisition of aspect is often discussed in second language literature. However, whether L1 transfer actually occurs in the areas of grammar is controversial. In this paper, I discuss the aspectual characteristics of English and Japanese associated with their aspectual verb classes, which show both similarities and differences between the languages. Japanese learners of English are predicted to have difficulty in associating the form with the meaning and transfer L1 features when learning aspectual properties of English. In order to investigate this prediction, I examine whether the learners transfer the L1 interpretations associated with the verb classes and the aspectual morpheme when learning English aspect. I then discuss effective instruction for teaching aspect and introduce instructional materials designed to be used for Japanese learners of English. アスペクトには言語特有の特徴が見られ、第二言語習得における母語の影響がしばしば指摘されている。しかしながら、文法習得において母語の転移が起こるか否については意見の統一が見られていない。本論文は、英語と日本語それぞれの動詞のアスペクトによる分類に基づく特徴と両言語の類似点及び相違点について述べ、日本語母語話者が英語のアスペクトを学ぶ際に母語の転移が起こるかについて考察する。さらに、日本語母語話者を対象とした英語のアスペクトの効果的な指導方法を考察しその教材を紹介する。
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Adedigba, JO. "Enhancing Senior Secondary Students Knowledge of English Grammar through Two Modes of Explicit Grammar Instruction in Ibadan Metropolis." AFRREV LALIGENS: An International Journal of Language, Literature and Gender Studies 5, no. 1 (February 9, 2016): 35. http://dx.doi.org/10.4314/laligens.v5i1.4.
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Pawlak, Mirosław, and Anna Mystkowska-Wiertelak. "Teaching stylistic inversion to advanced learners of English: Interaction of input manipulation and individual difference variables." International Review of Applied Linguistics in Language Teaching 57, no. 4 (November 26, 2019): 497–526. http://dx.doi.org/10.1515/iral-2017-0032.
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Abstract While a lot of research has been conducted into the effects of different instructional techniques, little is known about how their contribution is moderated by individual (ID) difference variables. The study aimed to fill this gap by investigating the effect of three different types of input-based intervention as a function of the use of grammar learning strategies and beliefs about grammar instruction. The experimental groups received instruction in the use of stylistic inversion in English during three 45-minute segments of regularly-scheduled classes, which took the form of three types on input enhancement, i. e. visual input enhancement, aural input enhancement, and a combination of the two, whereas the control group focused on regular curricular issues. The mastery of the target features was tested on a pretest, an immediate posttest and a delayed posttest which were intended to tap both receptive and productive dimensions of explicit and implicit knowledge. The use of strategies and beliefs was measured by means of the instruments designed by one of the authors. The analysis demonstrated that although all experimental groups outperformed the control group, there were in most cases no statistically significant differences. It also turned out that grammar learning strategies and beliefs were important moderating variables, although their impact could not be fully established.
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Vakili, Pouya, and Reda Mohammed. "“Grammar Scares Me”: An Exploration of American Students’ Perceptions of Grammar Learning." International Journal of Linguistics, Literature and Translation 3, no. 12 (December 30, 2020): 124–35. http://dx.doi.org/10.32996/ijllt.2020.3.12.16.
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Grammar instruction in SLA contexts has received much scholarly attention ranging from competence levels, teaching methods, learners’ and teachers’ attitudes and perceptions, cross-linguistic transfer, among others. However, research that focuses on American students’ perceptions regarding learning grammar, especially those enrolled in teacher training programs, is still limited. While it is argued that first language learners/users (L1) have the authority of the grammar of their language, it is still important to examine how their antecedent knowledge -naturalistic and/or instructional- of grammar influence their current perceptions and future teaching of grammar. These meanings may leave students with some ambivalent and, at times, misinformed views about grammar. Therefore, in this paper, we report on American students’ perceptions of grammar learning and the extent to which these perceptions are (dis)associated with their grammar performance. Twenty-three American students enrolled in a grammar class in a Midwestern university were given a pre-and post-test divided into three sections, two of which report on their perceptions and one section covers their grammar knowledge. The results of the pre-test suggest that most participants perceived grammar learning as unimportant or irrelevant and such findings correlate with their low performance on the grammar section of the test. However, such perception has been reversed in their post-test responses as they performed higher in the grammar section. The findings suggest that understanding students’ perceptions and using explicit grammar teaching is beneficial in building their scientific knowledge of the world, enhancing their analytic skills, and reducing their fear of grammar.
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Arnett, Carlee, Ferran Suñer, and Daniel Pust. "Using Cooperation Scripts and Animations to Teach Grammar in the Foreign Language Classroom." Yearbook of the German Cognitive Linguistics Association 7, no. 1 (November 26, 2019): 31–50. http://dx.doi.org/10.1515/gcla-2019-0003.
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Abstract In order to test the efficacy of using cooperation scripts in combination with animations to teach the passive in an advanced language classroom, we designed an intervention study with two groups. The first group received instruction with animations on the grammatical structure of the passive and the second group received the same instruction and animations as the first group, but in addition they were given a cooperation script to use in their small group work. The study uses a quasi-experimental design with a post-test and delayed post-test. The learners were university students in advanced German who had received classroom instruction and spent time in a German-speaking country. Therefore, they had explicit instruction on the morphology and function of the passive as is customary in first- and second-year textbooks for English-speaking learners. This study shows that students with the cooperation script perform better on open-ended tasks than students who worked independently.
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Pawlak, Mirosław. "Grammar Learning Strategies and Language Attainment: Seeking a Relationship." Research in Language 7 (December 23, 2009): 43–60. http://dx.doi.org/10.2478/v10015-009-0004-7.
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Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their performance in a practical grammar course and the end-of-the-year examination. Information about GLS use was obtained by means of a tool that was designed on the basis of a theoretical scheme proposed by Oxford, Rang Lee and Park (2007) in which GLS are divided into three categories depending on whether they represent implicit learning with focus on form, explicit inductive learning and explicit deductive learning. The analysis failed to find a strong positive relationship between the use of GLS and achievement, irrespective of the level of the BA program, or statistically significant differences in this respect between lower-level and higher-level participants. The highest, albeit very weak, correlation was identified between the use of GLS associated with explicit deductive learning and grammar course grades, which testifies to the traditional nature of instruction the subjects receive. The findings serve as a basis for putting forward a handful of recommendations for learning, teaching and testing grammar as well as directions for future studies into grammar learning strategies.
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Jung, YeonJoo. "The Role of Explicit Instruction in Learning L2 Grammar Through an Interactive Language Task." Korean Journal of Applied Linguistics 35, no. 1 (March 31, 2019): 25–49. http://dx.doi.org/10.17154/kjal.2019.3.35.1.25.
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Afsahi, Seyed Ehsan, and Ahmad Reza Lotfi. "The Effect of Explicit Instruction through Combined Input-Output Tasks on the Acquisition of Indirect Reported Speech in English." International Journal of English Linguistics 6, no. 7 (December 1, 2016): 59. http://dx.doi.org/10.5539/ijel.v6n7p59.
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<p>Grammar is being rehabilitated (e.g., Doughty & Williams 1998a) and recognized for what it has always been (Thornbury, 1997, 1998, cited in Burgess & Etherington, 2002): an essential, inescapable component of language use and language learning. Few would dispute nowadays that teaching and learning with a focus on form is valuable, if not indispensable. What perhaps is still the subject of debate is the degree of explicitness such teaching and learning should display. The ultimate goal of any instruction is to make L2 learning implicit, like L1 (due to ease of access and automaticity of it). The current study examines the effect of explicit instruction on the participants’ acquisition of explicit and implicit grammatical knowledge in the case of indirect reported speech. The descriptive-survey method was used in this research. The results revealed that this type of instruction fosters both short- and long-term acquisition of explicit grammatical knowledge. However, the study could not foster the acquisition of implicit knowledge.</p>
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Cintrón-Valentín, Myrna, and Nick C. Ellis. "EXPLORING THE INTERFACE." Studies in Second Language Acquisition 37, no. 2 (May 20, 2015): 197–235. http://dx.doi.org/10.1017/s0272263115000029.
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Eye-tracking was used to investigate the attentional processes whereby different types of focus on form (FonF) instruction assist learners in overcoming learned attention and blocking effects in their online processing of second language input. English native speakers viewed Latin utterances combining lexical and morphological cues to temporality under control conditions and three types of explicit FonF: verb grammar instruction, verb salience with textual enhancement, and verb pretraining. Chinese native speakers were also tested on control and verb grammar conditions. All groups participated in three phases: exposure, comprehension test, and production test. Verb grammar participants viewed a short lesson on Latin tense morphology prior to exposure. Verb salience participants saw the verb inflections highlighted in bold and red during exposure. Verb pretraining participants took part in an additional introductory phase in which they were presented with solitary verb forms and were trained on their English translations. Instructed participants showed greater sensitivity to morphological cues in comprehension and production. Eye-tracking revealed how FonF affects learners’ attention during online processing and thus modulates long-term blocking of verb morphology.
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van de Gein, Jannemieke. "Het Benul Van De Zin." Schrijven in moedertaal en vreemde taal 40 (January 1, 1991): 102–11. http://dx.doi.org/10.1075/ttwia.40.10gei.
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Eight- to ten-year-olds no longer write the way they talk: they make a distinction between speech and writing. However, they lack specialized knowledge on written language. A key issue is their lack of knowledge on sentences. The fully-fledged sentences of written language do not come naturally to language users. If children demarcate sentences in writing, they are guided by their tacit grammatical knowledge only. This knowledge misguides them. Sentences can be considered as writers* building blocks, the smallest units with which to plan and to organize text. Results of an experimental study into the effects of grammar instruction upon writing by young children not only suggest that it is very well possible to teach junior writers what are sentences in the a-rhetorical context of grammar class; children spontaneously put to use this explicit, declarative knowledge while writing, too. Thus, it seems, knowledge transfers spontaneously. Moreover, effects in a discrete point test may indicate that instruction in the grammar of sentences has students start exploiting sentences for what they are: a scaffold for writing.
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Wang, Grace H., and Seok-Dong Wang. "Explicit Grammar Instruction for EFL Writing and Editing: An Exploratory Study at a Korean University." Linguistics and Literature Studies 2, no. 2 (February 2014): 65–73. http://dx.doi.org/10.13189/lls.2014.020204.
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Pawlak, Mirosław. "ZALEŻNOŚĆ MIĘDZY POZIOMEM OPANOWANIA GRAMATYKI A WYBRANYMI CZYNNIKAMI KOGNITYWNYMI I AFEKTYWNYMI: ZARYS PROJEKTU BADAWCZEGO." Neofilolog, no. 50/2 (September 13, 2018): 197–214. http://dx.doi.org/10.14746/n.2018.50.2.3.
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Although there is a considerable body of research aiming to determine the effectiveness of different techniques and procedures in promoting the mastery of grammar structures in the target language, little is still known about how this effectiveness is mediated by individual difference (ID) variables, which, in turn, may determine learner engagement and translate into learning outcomes (Ellis, 2010; Pawlak, 2014, 2017b). For this reason, it is necessary to undertake research that would explore the link between grammar knowledge and ID factors. This is the rationale behind the research project funded by the Polish National Science Center outlined in the present paper. The project involves over 200 English philology and aims to establish the mediating effects of working memory, willingness to communicate, motivation, grammar learning strategies, and beliefs about grammar instruction with respect to the mastery of different types of English passive voice (i.e., different aspects and tenses), taking into account both explicit and implicit knowledge of this grammatical feature.
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Gao, Jianwu, and Shuang Ma. "LEARNING CONDITION, LINGUISTIC COMPLEXITY, AND FIRST LANGUAGE TRANSFER IN SEMIARTIFICIAL LANGUAGE LEARNING." Studies in Second Language Acquisition 43, no. 2 (March 22, 2021): 355–78. http://dx.doi.org/10.1017/s0272263120000686.
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AbstractThis study explored the interaction between learning conditions, linguistic complexity, and first language (L1) syntactic transfer in semiartificial grammar learning by conceptually replicating and extending Tagarelli et al. (2016). We changed the L1 background, elicited production data during debriefing, and added a binary mixed-effects logistic regression analysis to compare variability at learner and item levels with group-level variation on exposure condition, linguistic complexity, and their interaction. Our results replicated those of the original study regarding the comparative efficacy of explicit instruction; however, we also found a condition × complexity interaction absent in the original study. Debriefing sentence-production data suggest that the changed L1-L2 typological distance may have leveled off the advantage of explicit instruction in the learning of the complex V2-VF structure. Finally, our mixed-effects modeling analysis revealed that variability at learner and item levels accounted for a larger proportion of the variance of the outcomes than all the predictors combined.
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Nazari, Nastaran. "The Effect of Implicit and Explicit Grammar Instruction on Learners’ Achievements in Receptive and Productive Modes." Procedia - Social and Behavioral Sciences 70 (January 2013): 156–62. http://dx.doi.org/10.1016/j.sbspro.2013.01.051.
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