Comments on Stephen D. Krashen's "Teaching Issues: Formal Grammar Instruction". Two Readers React

1993 ◽  
Vol 27 (4) ◽  
pp. 717 ◽  
Author(s):  
Patsy M. Lightbown ◽  
Manfred Pienemann
Keyword(s):  
Grammar Instruction ◽  
Formal Grammar

Formal Grammar Instruction. Another Educator Comments

1992 ◽  
Vol 26 (2) ◽  
pp. 409 ◽  
Author(s):  
Stephen D. Krashen
Keyword(s):  
Grammar Instruction ◽  
Formal Grammar

Formal Grammar Instruction. An Educator Comments

1992 ◽  
Vol 26 (2) ◽  
pp. 406 ◽  
Author(s):  
Marianne Celce-Murcia
Keyword(s):  
Grammar Instruction ◽  
Formal Grammar

scholarly journals PORTUGUESE GRAMMAR INSTRUCTION: VIEWS OF HERITAGE AND FOREIGN LANGUAGE LEARNERS

2020 ◽  
pp. 179
Author(s):  
Gláucia Silva
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Heritage Language ◽  
Grammar Instruction ◽  
College Level ◽  
Formal Grammar ◽  
Foreign Language Learners ◽  
Explicit Grammar ◽  
The University ◽  
Explicit Grammar Instruction

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.

Korean EFL Learners’ Beliefs about Grammar Instruction

2016 ◽  
Vol 78 ◽  
pp. 307
Author(s):  
Eun-Hee Lee ◽  
Hee Jeong Oh
Keyword(s):  
Grammar Instruction ◽  
Efl Learners ◽  
Korean Efl Learners

Formal Grammar: Theory and Implementation

Language ◽  
1994 ◽  
Vol 70 (3) ◽  
pp. 608
Author(s):  
Tibor Kiss ◽  
Robert Levine
Keyword(s):  
Formal Grammar

Grammar Instruction For Grammatical Competence

2017 ◽  
Vol 1 (1) ◽  
pp. 43
Author(s):  
Swee Ai Teoh
Keyword(s):  
Grammar Instruction ◽  
Grammatical Competence ◽  
Literature Reviews ◽  
Post Test ◽  
Explicit Grammar ◽  
Explicit Grammar Instruction

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.

Applying cognitive linguistics to instructed L2 learning

AILA Review ◽  
2010 ◽  
Vol 23 ◽  
pp. 30-49 ◽  
Author(s):  
Andrea Tyler ◽  
Charles M. Mueller ◽  
Vu Ho
Keyword(s):  
Treatment Group ◽  
Speech Acts ◽  
Cognitive Linguistics ◽  
Empirical Support ◽  
Control Group ◽  
Grammar Instruction ◽  
Cognitive Treatment ◽  
L2 Learning ◽  
Quasi Experimental ◽  
Precise Representation

This paper reports the results of a quasi-experimental effects-of-instruction study examining the efficacy of applying a Cognitive Linguistic (CL) approach to L2 learning of the semantics of English modals. In spite of their frequency in typical input, modal verbs present L2 learners with difficulties, party due to their inherent complexity — modals typically have two divergent senses — a root1 sense and an epistemic sense. ELT textbooks and most grammar books aimed at L2 teachers present the two meanings as homophones, failing to address any systematic semantic patterning in the modal system as a whole. Additionally, ELT texts tend to present modals from a speech act perspective. In contrast, CL analyses (e. g., Langacker 1991; Nuyts 2001; Sweetser 1990; Talmy 1988) offer both a systematic, motivated representation of the relationship between the root and epistemic meanings and a rather precise representation of the semantics of each modal. To test the pedagogical effectiveness of a CL account of modals, an effects-of-instruction study was conducted with three groups of adult, high-intermediate ESL learners: a Cognitive treatment group, a Speech Acts2 treatment group, and a Control group. Results of an ANCOVA indicated that the Cognitive treatment group demonstrated significantly more improvement than the Speech Acts treatment group. The experiment thus lends empirical support for the position that CL, in addition to offering a compelling analytical account of language, may also provide the basis for more effective grammar instruction than that found in most current ELT teaching materials.

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