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1
Edwall, Nicolina. "Explicit Grammar Instruction: In-Service Teacher Attitudes and Classroom Implementations". Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182622.
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The importance of explicit grammar instruction has been debated during decades within the second language acquisition discourse community. Researchers’ views on the topic are controversial, and there is still no clear answer to be found. In terms of English teacher attitudes, previous research shows no indication of a gradually decreasing interest in explicit grammar instruction in L2 or FL classrooms. Despite this, the Swedish National Agency of Education does not mention explicit grammar instruction in their official documents regarding the subject of English. Hence, this paper aims to examine if the Swedish context has an impact on in-service English teachers’ attitudes towards explicit grammar instruction. To investigate their attitudes, along with their preferred approaches to explicit grammar instruction, semi-structured interviews were conducted with five English teachers at upper secondary school. The interviews were recorded, carefully analysed and partly transcribed. The results show that all of the interviewed English teachers were positive towards explicit grammar instruction and use it in their teaching. In terms of approaches to explicit grammar instruction, all of the five teachers explained that they highlight a certain grammatical rule when they notice that many of their students have a hard time with it. It is often after a writing assignment that the grammatical difficulties are revealed and will be brought up in class. The teachers tend to explain the rule by using the whiteboard, a relevant YouTube clip or a PowerPoint. An interesting finding was that all of the teachers referred to their own experience when explaining why they use a specific approach to explicit grammar instruction, whereas none of the teachers referred to research within the field. In addition, all of the interviewed teachers expressed that the official steering documents by the Swedish National Agency of Education should mention grammar instruction more explicitly. However, they were still positive towards the official documents, because of the fact that these focus on communication. The current paper provides an indication of how English teachers in Sweden prefer to work with explicit grammar instruction, along with suggestions for further research on the topic.
2
Al-Lawti, Nasrin Mohammed Redha Moosa. "Using Concordances in Teaching Grammar within the Context of Writing Instruction to EFL Students". Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533778.
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Wen, Ya Ting. "The role of explicit and implicit grammar instruction in the Taiwanese University EFL context". Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192196.
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This study emerges from an interest in the shortcomings in the production of grammatically accurate sentences by university students of English as a Foreign Language in Taiwan. Informed by second language acquisition theory, it is a quasi-experimental investigation of the effects of explicit grammatical instruction on university students ’ EFL learning. Following the application of a pre-test the experimental group experienced explicit form-focused instruction in a communicative language teaching classroom for two semesters, receiving enhanced written input and undertaking linguistic consciousness-raising task, while the control group received no explicit grammatical instruction. Data were collected from recognition and written production tasks and students were interviewed on their linguistic performance to provide methodological triangulation. The statistical tools of Paired and Independent T-test, Chi-square, and Pearson’s Correlation were used to determine whether there were significant inter- and intra-group differences based on the different classroom experience. The major findings of this study were that explicit grammatical instruction raised students’ level of awareness of targeted forms significantly as they processed linguistic input and that subsequently their accurate production of these forms was enhanced. Differences in significance levels were discussed in the light of current debate on Second Language Acquisition with particular reference to the accessibility of Universal Grammar and the iv Minimalist framework. The results of this research indicate that a combination of focus on form and meaning is to be recommended within the content-based curriculum in Taiwanese university classrooms and the thesis ends with pedagogical implications for the application of explicit form-focused instruction in EFL learning.
4
Lugoloobi-Nalunga, Maureen. "Teaching English grammar : A study of approaches to formal grammar instruction in the subject English in Swedish upper secondary school". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65459.
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The main aim of the present study was to identify examples of practical grammar instruction methods in an EFL/ESL classroom in Swedish upper secondary school. Data was collected through classroom observations and interviews. Four interview sessions were carried out with five teachers, and twelve observations were conducted in four different English classes. There are conflicting views and attitudes towards the role and place of grammar in EFL/ESL classrooms, but the participants agreed that the main goal of grammar instruction is to help students develop communicative skills. The interview results showed that four of the participants prefer inductive approaches, while the fifth regards deductive approaches as more effective. Characteristics such as student motivation, learning style, and experiences are considered equally vital for the choice of grammar instruction and application. The grammar instruction methods chosen and discussed are based on traditional structuralism, behaviourism, and the progressive natural approaches. Consistent with previous research, an eclectic grammar instruction approach was observed that blends both implicit and explicit methods to meet different learners’ needs. The methodologies which are often practically applied include grammartranslation, audiolingualism, and content- and/or task-based instruction. Nevertheless, a communicative framework using the communicative language teaching methodologies is often in the foreground, resulting in a Systemic Functional Grammar, SFG, approach.Huvudsyftet med den aktuella studien var att identifieraexempel på praktiska grammatikundervisningsmetoder som används i ämnet engelska som andra- och/eller främmandespråk på gymnasienivå i Sverige. Data samlades in genom klassobservationer och intervjuer. Fyra intervjusessioner genomfördes med fem lärare och det gjordes även tolv klassrumobservationer i fyra olika klasser. Deltagarna hade motstridiga åsikter och attityder angående grammatikens roll och plats i klassrummet, men de var överens om att huvudsyftet med grammatikundervisning är att hjälpa eleverna att utveckla kommunikativa färdigheter. Intervjuresultaten visar att fyra av lärarna föredrar induktiva metoder, medan den femte betraktar deduktiva ansatser som effektivare. Egenskaper såsom lärstil, elevernas motivation och erfarenheter betraktas som lika avgörande för olika metodval och tillämpning. De valda grammatikundervisningsmetoderna som diskuteras i denna uppsats baseras på traditionell strukturalism, behaviorism samt de progressiva, naturliga tillvägsgångsätten. Ett eklektiskt tillvägagångssätt som blandar både implicita och explicita metoder för att möta elevernas behov observeras, vilket är i linje med tidigare forskning. De metoder som ofta praktiskt tillämpas innefattar bland annat grammatik-översättning, audiolingualism samt innehålls- och/eller uppgiftsbaserade instruktioner. Ett kommunikativt ramverk med kommunikativa språkundervisningsmetoder är ofta i förgrunden, vilket resulterar i ett tillvägsgångsätt med fokus på systematisk funktionell grammatik, SFG.
5
Liao, Hui-Chuan. "Effects of Cooperative Learning on Motivation, Learning Strategy Utilization, and Grammar Achievement of English Language Learners in Taiwan". ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/329.
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To examine the effects of cooperative learning on EFL students in Taiwan, a 12-week quasi-experimental pretest-posttest comparison group research study was designed. Two college classes (42 students each) in Taiwan participated in the study, one receiving grammar instruction through cooperative learning and the other through whole-class teaching. Three specific research questions guided the study. The first looked at effects of cooperative learning on motivation, the second on out-of-class strategy use, and the third on grammar achievement. Additional exploratory questions examined these results across subgroups within each class as well as the relationships between the dependent variables. Data were collected via learners' pretest and posttest scores on the dependent variables. The data were analyzed with MANCOVAs, one- and two-way ANCOVAs, simple effects, and Pearson correlations. Cooperative learning was found to have large positive effects on motivation and strategy use, and medium-to-large positive effects on grammar achievement. Overall, the findings indicated a consistent pattern in favor of cooperative learning over whole-class instruction in teaching the Taiwanese learners English grammar. The results of the exploratory questions indicated that cooperative learning facilitated motivation and strategy use of learners across all subgroups, but more so with those performing at higher and lower levels. Grammar achievement of learners at higher and lower levels was affected positively. Additional analyses also indicated cooperative learning positively affected learning at higher cognitive levels. Implications for future research and for curriculum and instruction are addressed.
6
Wu, Ching-Hsuan. "Spoken grammaticality and EFL teacher candidates measuring the effects of an explicit grammar teaching method on the oral grammatical performance of teacher candidates /". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1178218484.
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Eriksson, Linda. "The Effectiveness of Modified Inductive Versus Deductive Teaching : A case study on word order amongst a group of English as a foreign language learners". Thesis, Umeå universitet, Institutionen för språkstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-90180.
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This study aims at investigating the effectiveness of modified inductive learning compared with deductive learning of English grammar among foreign language students. In order to achieve this purpose, two classes in Year Nine in a secondary school in Sweden were taught using the two different methods. An initial grammar test determined that the students struggled with word order, which as a result was chosen as the area to teach. A pre-test/post-test-design was used to examine the effect of the two methods, and compared with a control group. The results reveal that the inductive method should be favoured overall, but suggests that the deductive method may produce significantly better results among weaker students.
8
Mikhail, Alexandria Kalyn. "Students’ and Teachers’ Beliefs and Preferences for Grammar Instruction in Adult ESL Classrooms". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1597929908672287.
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Hartshorn, K. James. "The Effects of Manageable Corrective Feedback on ESL Writing Accuracy". BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1522.
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The purpose of this study was to test the effect of one approach to writing pedagogy on second-language (L2) writing accuracy. This study used two groups of L2 writers who were learning English as a second language: a control group (n = 19) who were taught with traditional process writing methods and a treatment group (n = 28) who were taught with an innovative approach to L2 writing pedagogy. The methodology for the treatment group was designed to improve L2 writing accuracy by raising the linguistic awareness of the learners through error correction. Central to the instructional methodology were four essential characteristics of error correction including feedback that was manageable, meaningful, timely, and constant. Core components of the treatment included having students write a 10-minute composition each day, and having teachers provide students with coded feedback on their daily writing, help students to use a variety of resources to track their progress, and encourage students to apply what they learned in subsequent writing. Fourteen repeated measures tests using a mixed model ANOVA suggest that the treatment improved mechanical accuracy, lexical accuracy, and certain categories of grammatical accuracy. Though the treatment had a negligible effect on rhetorical competence and writing fluency, findings suggest a small to moderate effect favoring the control group in the development of writing complexity. These findings seem to contradict claims from researchers such as Truscott (2007) who have maintained that error correction is not helpful for improving the grammatical accuracy of L2 writing. The positive results of this study are largely attributed to the innovative methodology for teaching and learning L2 writing that emphasizes linguistic accuracy rather than restricting instruction and learning to other dimensions of writing such as rhetorical competence. The limitations and pedagogical implications of this study are also examined.
10
Tsai, Chia-fang y 蔡佳芳. "The Effects of Story Grammar Instruction on Taiwanese EFL Elementary School Students' Reading Comprehension Performance". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/36361256270057150277.
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碩士國立彰化師範大學
兒童英語研究所
100
Story grammar instruction has long been found as one of the effective approaches for enhancing learners’ reading comprehension (Idol &; Croll, 1987; Kuldanek, 1998). The related studies have revealed that story grammar instruction has significantly positive effects on students’ reading comprehension; however, most related studies in the Taiwanese EFL context focus on investigating the effects of story grammar instruction on low-achieving students’ or special education students’ reading comprehension of Chinese narratives. Few of them emphasize the importance of story grammar instruction on the average primary school students’ English reading comprehension. Thus, the present study aims to investigate the effects of the story grammar instruction on enhancing the Taiwanese elementary school students’ English reading comprehension and to probe their responses toward the instruction. This study adopted convenience sampling; 53 fourth graders from two intact classes were recruited as the participants and randomly grouped into two groups. One received the story grammar instruction as the experimental group, while the other received the traditional reading instruction as the control group. Four narrative stories were employed during the fourteen-week experiment. The instruments used in the present study included the story reading comprehension tests, the story retellings, and a questionnaire. The subjects of both groups were requested to complete the story reading comprehension tests to measure the effectiveness of the story grammar instruction. Two-way ANOVA was used to analyze the results of the story reading comprehension tests of the two groups. Moreover, six subjects, for each story, were selected from each of the two groups to retell the story. The students’ story retellings were scored according to the scoring sheets to evaluate their story recall. Their story retellings were analyzed in accordance with the story structure. At the end of the experiment, the subjects of the experimental group were also requested to complete a questionnaire. Descriptive statistics were employed to present the results of the subjects’ responses toward the story grammar instruction. The major findings of the present study were as follows. First, the story grammar instruction significantly improved the students’ reading comprehension performance. The story grammar instruction was more beneficial in enhancing the Taiwanese EFL elementary school students’ reading comprehension performance than the traditional reading instruction. Second, story grammar instruction was effective in helping elementary school students better retell the stories. The experimental group students performed better than the control group students in retelling stories with more story elements and complete structure. Third, the majority of the subjects in the experimental group responded positively toward the story grammar instruction and the story map worksheets. Based on the findings, the present study suggests that it can be feasible to incorporate the story grammar instruction in the Taiwanese EFL elementary school classrooms.
11
LIANG, CHING-YIN y 梁靜尹. "The Effect of A Native English Teacher’s Instruction on Taiwanese EFL Children’s Grammar Test Performance". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/2m8b3d.
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碩士國立高雄科技大學
應用英語系
107
Over the past decade, native English teachers (NETs) have been recruited by several English schools in Taiwan. A number of studies conducted abroad have shown that NETs can improve the actual process of learning English for students. However, due to the deficiency of much relevant research in Taiwan, it is necessary to examine whether NETs can help improve EFL learners’ grammar skills as suggested by other studies. The current study, therefore, aims to investigate the effect of the NET’s instruction on EFL children’s performance in English grammar and their attitude toward the NET’s instruction in an English school in Taiwan. Thirty EFL students were recruited for this study from an English school in southern Taiwan. To collect the data needed for the proposed research questions, the pre- and post-tests were conducted before and after the NET’s instruction over a period of 19 weeks, and nine classroom observations were also conducted during the 19-week experiment. In addition, the questionnaire and interviews were conducted to garner background information on the students and record their opinions about the experience with the NET instruction. Two major results were observed in this study. Firstly, learning English under the NET’s instruction could effectively facilitate the EFL students’ grammar skills. Specifically, the test results revealed that the participants performed significantly better on the posttest as compared to the pretest. Secondly, the advantages the students reported were full immersion in an English-speaking environment, the NET’s serious attitude towards teaching, and the assignment of homework that encouraged autonomous learning. However, the disadvantages included the absence of the students’ mother tongue to explain complicated English grammar rules, a neglect of the students’ feelings, and an increased quantity of homework. Finally, the study presents pedagogical implications and suggestions for future research.
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Huang, Ching-wei y 黃靜微. "A Study of Preservice EFL Teachers’ Cognition and Practices toward Grammar Instruction in Junior High Schools". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/34269689188006504750.
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碩士東海大學
外國語文學系
99
ABSTRACT Although researchers have investigated the essence of language teachers’ cognition in grammar teaching and its relationship to instructional practices, studies regarding preservice EFL teachers’ grammar teaching cognition and practices are conspicuously limited. This study hence aims to investigate preservice EFL teachers’ cognition and their instructional practices about grammar instruction in junior high schools. This study in particular is concerned with these teacher subjects’ cognition development, the relationship between their grammar teaching cognition and classroom practices as well as the potential factors influencing these teacher subjects’ instructional practices. Relying on triangulation mixed-method approach (Creswell, 2007), this study collected multiple data from various stakeholders to explore preservice EFL teachers’ learning to teach grammar. The central participants were four preservice teachers who conducted their practicum in three different junior high schools. Also included were these teacher subjects’ mentors and their students. Multiple data collected from the preservice teachers were a close-ended questionnaire, focus group interviews, classroom observations with the researcher’s fieldnotes, and stimulated recall interviews. In addition, semi-structured interviews were conducted with the preservice teachers’ mentors, and these teacher subjects’ students were invited to fill in a close-ended questionnaire. Data analysis contained two levels: (1) within-case level, in which the data related to individual preservice teacher were analyzed as a separate case, and (2) cross-case level, in which findings of four cases were compared to find the similarities or differences, if any. The major findings of this study were summarized as follows. First, the four teacher subjects clearly recognized their own grammar teaching cognition concerning the issues embedded in the role, approach, content, and time of grammar instruction as well as grammatical error treatment. Second, around 40% obvious changes were found in the preservice teachers’ grammar teaching cognition before and after the practicum, although they kept 60% cognition unchanged. Among the changes, these teacher subjects’ cognition regarding time issue of grammar instruction varied the most. Third, the teacher subjects’ grammar teaching appeared traditional, as shown in their employment of repetitive practices and deductive teaching approach as well as their frequent use of Chinese and grammatical terms. Fourth, a great number of inconsistencies were found between these teacher subjects’ grammar teaching cognition and practices. Mostly, the divergences were found in the categories of grammar teaching content and grammatical error treatment. Finally, these teacher subjects’ grammar instruction was influenced by the factors in relation to student learning issues, preservice teachers’ working environment, and personal prior learning experiences. Based on the above findings, several suggestions were proposed to foster preservice teachers’ learning to teach. First, mentors and university supervisors may build a communication channel in order to help preservice teachers put their cognition into practices during their practicum. Second, practicum schools should improve the contextual factors for the sake of providing preservice teachers a better learning environment. Third, instructors of preservice training courses should help preservice teachers acknowledge the possible factors influencing their classroom practices before they start the practicum. Fourth, teacher education programs may take the following measures to assist preservice teachers’ professional development: (1) holding regular meetings to make student teachers aware of their teaching cognition, (2) educating student teachers to attend teaching workshops regularly, (3) encouraging student teachers to join teacher learning communities, and (4) requiring student teachers to take part in reflection awakening. Key words: grammar instruction, preservice teachers’ cognition, preservice teachers’ cognition development, preservice teachers’ classroom practices
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Liu, Si-yin y 劉思吟. "The Effects of Story Grammar Instruction with Song Teaching on Taiwanese EFL Young Learner's Reading Comprehension". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/61026509895425887301.
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碩士國立彰化師範大學
兒童英語研究所
96
Reading is a complicated task involving not only literate knowledge but also a delicate information decoding process. Many young EFL learners in Taiwan have problems understanding what they read as most English instructional approaches in elementary school focus on sentence level decoding rather than text comprehension. This study employed a strategic approach using direct story grammar instruction integrated with song teaching to assist young learners in identifying major story elements of the reading text. Its purpose was to investigate the effectiveness of song teaching integrated with reading instruction as to foster strategic English reading proficiency. While in the control condition, traditional song instruction was modeled and practiced. There were totally 55 students enrolled in this study and these children received a 40-minutes lesson once a week. This study lasted 15 weeks in all. The quantitative analysis of the pretest, posttest (proficiency test) and five immediate story comprehension posttests were conducted through descriptive statistics in order to see if there was any significance after the experimental treatment. Moreover, a feedback questionnaire was administered to the students in the experimental group in order to investigate the students’ attitudes toward story grammar instruction with song teaching. Results of this study showed that students who received story grammar instruction with song teaching approach made significant progress on English reading comprehension compared to the students in the control group. Also, the students in the experimental group showed positive attitudes toward learning English and story grammar. In conclusion, the findings of the study show that students who received song teaching with reading instruction made significant progress in English reading comprehension compared to those students without in the control group. This study revealed the positive effect of teaching reading strategies to young EFL learners in the enhancement of reading comprehension.
14
Chiang, Yi-chun y 江懿錞. "A Study of Explicit versus Implicit Grammar Instruction of Comparative Adjectives for Seventh-grade EFL Students". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/08168748323458062987.
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碩士國立中正大學
英語教學研究所
101
The purpose of the current study was to investigate the immediate effects, delayed effects, and subjects’ perceptions of explicit and implicit instruction on the learning of English comparative adjectives. The current study was conducted from March to May of 2012, and the subjects were 61 seventh-grade junior high school students from two English classes in Changhua County, Taiwan. One of the classes formed the implicit group, while the other served as the explicit group. The implicit group (n=31) received implicit grammar instruction with no explanation of the rules, but using stories embedded with examples of comparative adjectives, while the explicit group (n=30) was given explicit grammar instruction explaining the rules of comparative adjectives. Data was collected using a background information questionnaire, a pretest, an immediate posttest, two delayed posttests, and a post-learning questionnaire. The findings indicated that both explicit and implicit instruction had immediate effects on the learning of English comparative adjectives, with t-test results revealing that the two instruction types were equally effective. In terms of delayed effects on the learning of the target grammar, the affects of the explicit instruction were found not to be retained after one month or after two months from the end of instruction; however, the implicit instruction did show delayed effects lasting for at least two months. That is to say, the explicit instruction only showed learning effects in the short-term, while subjects receiving the implicit instruction were able to retain their memory of the target grammar in both the short-term and the long-term. As for the subjects’ perceptions of the grammar instruction that they received, both groups rated the instruction highly and expressed positive views of the course. However, the subjects receiving the implicit instruction rated their experience significantly more positively than did the subjects who received the explicit instruction, indicating that the subjects in the implicit group were especially satisfied with the implicit instruction that they received. Finally, the subjects in both groups provided some responses regarding the advantages and disadvantages of the instruction that they had received. Based on the results, some pedagogical implications and suggestions for further research were provided at the end of the study.
15
Huang, Liang-chi y 黃亮錡. "A Study of Deductive versus Inductive Grammar Instruction of Simple Past Tense for 6th Grade EFL Students". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/37685229130331945931.
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碩士國立臺北教育大學
兒童英語教育學系碩士班
102
The purpose of the present study was to investigate the effects and 6th grade EFL learners’ perceptions of deductive and inductive instruction on the learning of English simple past tense. Two intact classes, 96 participants, were randomly assigned to a deductive grammar teaching class and an inductive grammar teaching class. The deductive group (n=48) was given explicit explanation of simple past tense grammar rules, while the inductive group (n=48) received no explicit explanation of the rules, but dialogues, readings and sentence examples of simple past tense where they figure out the past tense patterns on their own. A quasi-experiment design was used, and data was collected using a background information questionnaire, two pre-tests before the intervention, a post-test immediately after 9 weeks of instruction, a delayed post-test approximately one month after the instruction, and a post-learning questionnaire. The analyses of results suggested that there was no statistically significant difference between the groups in terms of their post grammar test, indicating that students progressed under both types of grammar instruction. However, a closer look comparing the test scores of high and low achieving students across groups showed that there was a significant difference between high achievers taught under the two different approaches while no significant difference was found for the low achieving students. On the delayed post-test, the inductive group outperformed the deductive group, and there were also significant differences for both low and high achievers across groups. The participants in the inductive group had stronger delayed recall ability as compared to students receiving deductive grammar instruction. As for the participants’ perceptions of the grammar instruction, a majority of participants were positive about the grammar instruction they received with, the inductive group rated their experience significantly more positive than the deductive group.
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Lin, Yi-li y 林以俐. "A Research on the Role of Peer and Teacher Review in Contextualized Grammar Instruction to Young EFL Learners". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/29226854174479572371.
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碩士國立成功大學
外國語文學系專班
95
The traditional grammar instruction has long been attacked for jeopardizing children's creation and motivation for functional communication. Therefore, it is strongly emphasized that modern language teachers shall help young learners frame their grammatical concepts through integral and authentic contexts. Writing is widely recognized as an effective medium of grammar acquisition, especially the process of editing. The main purposes of this study was to explore the effect of young EFL learners’grammar acquisition through contextualized guided-writing exercises and their attitudes toward two different styles of editing—peer review and teacher review. Additionally, more experienced learners’and beginners’perceptions of each style were also compared and analyzed. This qualitative and quantitative study included both a guided-writing instruction and a questionnaire survey. A total sample of 54 students of different English proficiency levels were selected from the sixth grade at a municipal elementary school in Kaohsiung City. The survey was used to collect the data to understand the subjects’attitudes toward contextualized grammar instruction, peer and teacher review, as well as revision. The findings are summarized as follows: 1. Young EFL learners commonly agreed that acquiring simple sentence structures through contextualized writing exercises and receiving feedback from their peers and teachers while editing their writings are useful and interesting. 2. The learners favored teacher review significantly more than peer review; even so, there were still 23 subjects acknowledged the benefits of peer review and enjoyed the sense of collaboration while editing writings with their peers. 3. The subjects' English learning experiences did not have much influence on their perceptions of the two feedback styles; i.e., more experienced learners had similar attitudes with beginners. 4. The subjects’different attitudes toward teacher feedback and peer feedback affected their incorporation of the comments. They commonly incorporated much more teacher comments in their revisions. 5. The editing and revising stages in the writing process did assist learners to acquire simple grammar rules, and the feedback from the teacher was recognized to be more effective in the present study. The findings of this study served as significant references for EFL instructors when designing grammatical and writing activities for young learners, so that beginning writers can also enjoy writing and build up basic grammatical knowledge at the same time.
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Hsu, Jih-Kuo y 徐日國. "The Application of Story Grammar Instruction in An EFL Remedial Classroom: Using English Picture Books as A Medium". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/39681174834723962954.
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碩士國立嘉義大學
外國語言學系研究所
99
Reading is an indispensable skill in our society. In school settings, reading plays an extremely important role in students’ learning. However, many Taiwanese students have difficulty in comprehending texts, especially in English reading. Story grammar has been proved an effective reading strategy for low-achieving students and students with learning disabilities to improve their reading comprehension. However, related studies in Taiwan focus on Chinese reading in elementary and special education, few of them emphasize on implementing story grammar instruction in English reading. Therefore, it is worthy to conduct a study to explore the efficacy of story grammar instruction in a junior high remedial class. The present study aimed to investigate the influence of story grammar instruction on seventh-grade EFL students’ reading performance in a remedial classroom. This study lasted for thirteen weeks and employed picture books as reading materials. Ten seventh-graders participated in the present study and four of them were chosen as focal students. A direct instruction paradigm with four baseline routine activities, including prereading, reading strategy instruction, story mapping, and summarizing, repeated in two learning phases (model and collaborative phase) was designed. The data was collected through questionnaire survey, interviews, teacher’s journal, fieldnotes, and students’ documents such as story-face sheets and summaries of stories. The findings presented the students’ performance under story grammar instruction and their perceptions toward the story grammar instruction. The findings of this study are as follows: 1. The story grammar instruction improved the students’ reading performance that they could better comprehend a story through identifying the story elements such as character, setting, problem, events, and end in a story. 2. The students could retell a story by making a summary with their own words through the employment of story grammar. They could incorporate the major story elements in their summaries, and two of them provided supportive examples to further specify the elements. 3. The students’ attitude toward English reading became positive. Under the story grammar instruction, they were more willing to conduct English reading and would like to read more picture books in the future. Finally, based on the findings, suggestions for teaching and future studies were discussed.
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Hou, Chia-hsin y 侯佳欣. "A Study of Multimedia Annotations and Story Grammar Instruction on Chinese EFL Sixth Graders’ Vocabulary Learning and Reading Comprehension". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/56643196546675406895.
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碩士國立彰化師範大學
兒童英語研究所
95
The present study aimed to explore the effect of two types of multimedia annotations, the pictorial and the textual plus pictorial annotations, combined with story grammar instruction on Chinese EFL sixth graders’ vocabulary learning and reading comprehension. Besides, these EFL elementary learners’ attitudes toward story grammar teaching and story formats were investigated through questionnaire. Fifty-three sixth graders from two homogeneous intact classes of a public elementary school in central Taiwan participated in the present study. The two classes were randomly assigned to the two different conditions: 1) the pictorial group (the control group) and 2) the textual plus pictorial group (the experimental group). In addition, both groups received the same story grammar instruction with two narrative stories during the six-week treatment. After receiving the instruction, the two groups were asked to read the assigned online narrative and then completed the immediate posttest. Also, all subjects were asked to take the unexpected delayed posttest two weeks later. The findings of the present study indicated that the group receiving textual plus pictorial annotations combined with story grammar instruction performed significantly better in vocabulary recognition task, vocabulary production task, summarization task, and story comprehension task. Moreover, a majority of the subjects from the two groups expressed that story grammar instruction can help them identify the main components of a story and thus enrich their vocabulary and enhance their reading comprehension. Additionally, both the control and the experimental subjects had a positive attitude toward the various story formats such as story narration and animation, since these two story formats could facilitate their language learning. Furthermore, the experimental subjects agreed that textual annotation could help them understand the word meanings and enhance text comprehension.
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Ting, Tzi y 丁慈. "Effects of Planned Form-Focused Instruction on Grammar Learning and Learning and Learning Feedback in Elementary School EFL Children". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/16267199089036263663.
Texto completoResumen
碩士國立臺北教育大學
兒童英語教育學系碩士班
97
This study aimed to investigate the effectiveness of planned form-focused instruction on grammar learning and their feedback in elementary school EFL children. Participants were thirty-seven six-graders, who did not attend cram school after class in a public elementary school in Taipei County. They were divided into the control group and the experimental group, with similar English proficiency level and grammar performance in affirmative, negative, and interrogative. The control group (N=17) received the materials through implicit grammar instruction, while the experimental group (N=19); received communicative-oriented planned form-focused instruction (FFI). The post-test was conducted to determine if there were any significant differences between the two groups as a result of the intervention. In addition, the experimental group was asked to fill-ed out a retrospective questionnaire to investigate their viewpoints toward form-focused instruction. Within-group comparisons in the performance on affirmative, negative, and interrogative were carried out to examine if there was any significant progress due to implicit grammar instruction or communicative-oriented planned form-focused instruction. The result of the comparison between pre- and post-tests within each group showed that both the control and the experimental group improved on negative and affirmative performance, but the improvement did not result in significant difference. The experimental group gained more progress than the control group. The comparison in post-test between the two groups indicated that the experimental group obtained higher score than the control group, but without significant differences. The descriptive results of the retrospective questionnaires showed that overall, the experimental group exhibited positive feedback toward planned form-focused instruction. Among others, 68.5% of the experimental group thought form-focused instruction provided them with a clearer concept of sentence transformation; 57.9% were more confident of pointing out the mistakes in the sentences. In addition, 73.7% indicated that form-focused instruction helped them enhance awareness and noticing in learning.
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Tomita, Yasuyo. "The Role of Form-focused Instruction: Learner Investment in L2 Communication". Thesis, 2011. http://hdl.handle.net/1807/29892.
Texto completoResumen
The purpose of this study is to examine the role of form-focused instruction in relation to learner investment in second language (L2) communication and learning. Although positive effects of form-focused instruction have been reported in the instructed second language acquisition literature, most of this research has been conducted from a cognitive-interactionist perspective. Little attention has been paid to the social and cultural factors of form-focused instruction, including learner investment— a desire to learn a second/foreign language taking into consideration learners’ socially constructed identities (Norton-Peirce, 1995). Drawing on second language socialization theory (Duff, 2007) and using discursive practices (Young, 2009) as an analytic framework, this study examines how form-focused instruction influences learner investment in L2 communication in the classroom setting.
Twenty-four high school students in Japan participated in a study, where two Japanese teachers of English team-taught four 50-minute lessons. Each lesson contained a 30-minute treatment period, which consisted of a 15-minute exclusively meaning-focused (MF) activity and a 15-minute form-focused (FF) activity that included attention to both form and meaning. By counter-balancing effects of tasks, target grammar features, and teachers, the study examined whether and how the same learners invested in L2 communication in similar or different ways during the two different types of activities. Data were collected through classroom observations, video-recorded classroom interactions, stimulated recalls, interviews, questionnaires, and diaries. The interactional data were analyzed quantitatively by comparing the frequency of turns and language-related episodes during FF and MF activities. The same interactional data were also analyzed qualitatively in relation to discursive practices and self-reported data.
The results showed that the FF activities created contexts for learners to establish their identities as L2 learners leading to more engagement in L2 communication than in the MF activities. This suggests that FF activities create a social context that enables learners to communicate in the L2 with greater investment than in MF activities.
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Aucamp, Janda y 歐雅達. "An Exploratory Study of Taiwanese EFL Elementary Students’ Learning of Regular and Irregular Past Tense Forms through Form-Focused versus Meaning-Focused Grammar Instruction". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/05687012152715385366.
Texto completoResumen
碩士國立交通大學
英語教學研究所
103
There is a current and dynamic international tendency to put more emphasis on to the learning of second and foreign languages in line with the process of globalization. It is underwritten by governmental policies and population expectations, and extends beyond a geopolitical place and personal backgrounds. These policies and tendencies are dynamic and constantly search for better and more efficient approaches as can be seen in the dynamics and history of research on English as a second and foreign language. It is therefore important to gain a deeper understanding of best pedagogical practices while paying attention to the psycholinguistic readiness of language learners in order to set up meaningful instructional methods. This quasi-experimental study sets out to gain a better understanding of the effectiveness of learners’ learning of the regular and irregular verbs in the past tense under different instructional conditions. Three intact EFL fourth grade classes from an inner-city public school in Northern Taiwan took part in this study. The instructional conditions were covered under explicit form-focused grammar instruction in line with traditional grammar instructional practices, versus meaning-focused grammar instruction based on the Natural Approach and embedded in reading-aloud storytelling as the means of instruction. Two story types were used, a children’s picture book and a teacher-researcher generated story, with the order of using the two stories counterbalanced. Experimental procedures were multiphasic and involved two treatment sessions that were randomly assigned to the three classes. Data collection consisted of a pre-, post-, and delayed posttest regime and took place nine weeks. The initial phase consisted of a pilot run and a baseline English proficiency test, to ensure comparability among the three classes. The second phase included an initial grammar pretest to ensure the viability of the follow-up grammar sessions and testing. It also incorporated an initial grammar instructional session under three experimental conditions, followed by a posttest, after which the second session was conducted. The same “pretest, treatment, posttest” format was followed for the second session. The final phase consisted of the delayed posttest two weeks after the second posttest and without any intervention in between. Group 1(Gr1-FFI) received form-focused grammar instruction and learned the same set of past-tense verbs as groups 2 and 3 through explicit instruction, based on a traditional form-focused approach, -with a present-practice-produce sequence of instruction . Group 2 (Gr2-MFI-SH/HD) and Group 3 (Gr3-MFI-HD/SH) received meaning-focused treatments in an implicit grammar-teaching approach embedded in story reading-aloud. Group 2 and 3 received counterbalanced input, with Gr2-MFI-SH/HD’s first session based on a picture storybook, after which a grammar story was used for the second session. On the other hand, Gr3-MFI-HD/SH received input for the first session using the grammar story with the second session based on the picture book. Three research questions were investigated. The first question focused on facilitative differences between explicit form-focused instruction versus implicit meaning focused instruction. The results of this study indicated significantly higher test results for Gr1-FFI compared with Gr2-MFI-SH/HD and Gr3-MFI-HD/SH. However, all three groups showed a significant increase in test results over time. The second question focused on facilitative differences between explicit meaning-focused vs implicit meaning-focused instruction when instruction is based on story reading-aloud techniques. Post-hoc analysis indicated a statistically significant increase in results over time for both groups. However no significant differences were measured between the groups, indicating that the format of instruction resulted in a significant test-result increase, but the sequence of story reading-aloud had no significant impact on results. Finally, the third question looked at the effective use of regular vs irregular verb changes among the participating population. Both regular and irregular verb changes showed a significant increase in test results over time. However, no significant differences were measured between verb forms over time.
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鍾雅蓓. "From belief to practice:Taipei senior high school EFL teachers' beliefs and practices in grammar instructions". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/98384655150318908060.
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CHEN, PEI-CHUN y 陳佩君. "The Effects of Diverse Instructional Approaches on EFL Learners' Grammar Acquisition: A Comparison among GTM, CLT, and Flipped Classrooms". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/28945472772684526231.
Texto completoResumen
碩士靜宜大學
英國語文學系
105
Grammar acquisition in English as foreign language (EFL) setting has been a challenging task for language learners, including Taiwan. Various pedagogies are utilized to explore EFL students’ grammar learning; for example, the Grammar Translation Method (GTM) among three instructional approaches, featuring drills as lecture-based instruction on grammar usages, has a longest teaching history and is still being extensively practiced. Afterwards, the Communicative Language Teaching (CLT) approach has shed light on the significance of interaction in order to boost communicative competence, even in grammar learning. More recently, the prevalence of computer assisted language learning (CALL) promoted the Flipped Classroom (FC) to become an innovative, effective teaching mode, where learners preview on-line instructional materials before class and then are engaged to interactive learning activities during face-to-face meetings. While previous studies have asserted the effects of respective pedagogy on language learning, research comparing the abovementioned three instructional approaches in language learning remains scarce, not to mention such a comparison in grammar acquisition among EFL learners. The present study, hence, aimed to investigate EFL junior high school students in central Taiwan on their grammar learning effects of diverse instructional approaches. Three groups of students received the same English grammar content including infinitive verbs, gerunds, indirect speech, causative verbs, verbs of the senses, linking verbs, and relative pronouns of distinct methods (GTM, CLT, and FC respectively) for a six-week teaching period. Multiple sources of data were collected, comprising grammar written and speaking pre-tests, three different ranges of achievement tests, grammar written and speaking post-tests, and semi-structured interviews. Based on the outcome of the written and speaking pre-tests, the three groups demonstrated similar grammar competence, and the results of the written post-tests indicated that the FC group performed significantly better than the other two groups; yet the significant difference was not found between the GTM group and CLT group. As for the speaking tests, both the GTM and FC groups improved significantly, with much more improvement in the FC class. These findings contribute to a better understanding of how FC produces the paramount learning impact than GTM and CLT. The analysis of the interview suggested that the students found the You-tube videos of FC approach particularly practical in facilitating them to learn grammar, thus promoting the following acquisition. Ultimately, pedagogical implications and suggestions for future research are provided in the conclusion.
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Abd, Al-Magid Mohammed Al-Mamun. "The effect of teachers' attitudes on the effective implementation of the communicative approach in ESL classrooms". Thesis, 2006. http://hdl.handle.net/10500/1747.
Texto completoResumen
This study is an attempt to determine the impact of teachers' attitudes on their classroom behaviour and therefore on their implementation of the Communicative Approach.
A descriptive case study was conducted at six secondary schools in Harare, Zimbabwe (as ESL environment) to determine the effect of 38 O-level English teachers' attitudes on their classroom practice. Quantitative and qualitative methods of data collection, including a questionnaire, an observation instrument and a semistructured interview were used to gauge teachers' attitudes, assessing the extent to which attitudes are reflected in their classroom behaviour, and eliciting teachers' verbalisation of how they conceive of their professional task.
The findings show that the effective implementation of the Communicative Approach was critically dependent on teachers' positive attitudes towards this approach in the five categories covered by this study.Linguistics
M.A. (Applied Linguistics)