scholarly journals Processing Instruction: A review of issues

2017 ◽  
Vol 5 (3) ◽  
pp. 1
Author(s):  
Muhlisin Rasuki
Keyword(s):  
Foreign Language ◽  
Critical Review ◽  
Large Body ◽  
Target Language ◽  
Grammar Instruction ◽  
Relative Efficacy ◽  
Processing Instruction ◽  
Future Studies ◽  
Grammatical Competence ◽  
L2 Learners

This paper provides a critical review of Processing Instruction (PI). This type of instructional option was specifically designed to help second/foreign language (L2) learners grasp meaning manifested in the use of particular grammatical forms in a target language effectively through the provision of input. In this way, PI attempts to help learners develop grammatical competence in a target language in ways that foster their comprehension and production skills. The paper starts with outlining main characteristics of PI which distinguish it from other types of L2 grammar instruction. Then, a large body of research attempting to investigate the relative efficacy of PI is scrutinized. The paper concludes with a number of important issues that future studies on PI need to address.

Intensifying constructions in French-speaking L2 learners of English and Dutch

2019 ◽  
Vol 5 (1) ◽  
pp. 63-103 ◽  
Author(s):  
Isa Hendrikx ◽  
Kristel Van Goethem ◽  
Stefanie Wulff
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Target Language ◽  
Longitudinal Impact ◽  
Integrated Learning ◽  
L2 Learners ◽  
French Speaking ◽  
The Cross

Abstract We investigate the cross-linguistic influence and the (longitudinal) impact of Content and Language Integrated Learning (CLIL) on the acquisition of intensifying constructions, using corpora of written French, Dutch, and English productions by L1 speakers, and L2 English and L2 Dutch produced by French-speaking learners in CLIL and traditional foreign language education. We hypothesize that learners will benefit from similarities between the L1 and target language (TL) intensifying constructions, and secondly, that more input and use (through CLIL) will lead to a more target-like use of intensifying constructions. The analyses include quantitative measures of frequency and productivity, and covarying analyses (Gries, 2007). Our findings suggest that, as expected, CLIL students produce intensifying constructions in a more target-like manner. The effect of the duration of TL learning, however, is more apparent in English than in Dutch.

scholarly journals Overcoming the Grammar Barrier in Foreign Language Learning: The Role of Television Series

2018 ◽  
Vol 4 (2) ◽  
pp. 92-104
Author(s):  
Deborah Azaryad Shechter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Corrective Feedback ◽  
Foreign Language Learning ◽  
Target Language ◽  
Future Research ◽  
Grammar Instruction ◽  
Television Series ◽  
Authentic Language

Mastering the grammar of a foreign language requires learning the rules as well as the contexts within which the structures are used. Formal grammar instruction should therefore be augmented by exposing learners to authentic language. According to the literature, watching television series in the target language improves listening comprehension and enhances vocabulary acquisition. No study to date, however, has investigated the recursive use of one series, in the classroom and over an entire course, to explicitly teach grammar. Presenting apt pedagogical arguments substantiated by the literature on grammar instruction and evidence from the classroom, this article maintains that a television series can be an invaluable source of authentic language and an excellent means to teach grammar in context. It recommends using the dialogues in the scenes to teach and illustrate grammatical structures, especially those that are very different or do not exist in the learners’ mother tongue. The article also proposes giving students pertinent writing tasks and adequate corrective feedback to help them internalize these structures. Consistent with recent studies indicating a strong connection between emotion and cognition, this method raises the students’ motivation and enhances grammar learning; as such, it can supplant or complement conventional practices of grammar instruction and thereby warrants empirical studies. Finally, the article delineates directions for future research to elucidate how television series contribute to the teaching and learning of grammar.

scholarly journals THE IMPACTS OF GRAMMATICAL COMPETENCE TOWARDS STUDENTS’ SPEAKING PROFICIENCY IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

2020 ◽  
Vol 7 (1) ◽  
pp. 102-112
Author(s):  
Sabarniati
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
First Year ◽  
Grammatical Competence ◽  
Verb Agreement ◽  
Speaking Proficiency ◽  
Grammatical Awareness ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
The Impact

This investigation is conducted standing on the gap that there are students of English who are good in speaking the target language but do not master the grammar well, and there are also found students who have adequate grammatical awareness but cannot express themselves orally. This study aims at identifying common grammatical errors occur while students are speaking and how students’ grammar ability influences their speaking performance. This study was conducted in a Basic Speaking Class of First Year English Department Students of UIN Ar-Raniry. The Students’ grammatical mastery was tested as well as examining their speaking proficiency in order to discover the impact that the grammar has over the speaking. Two teachers of speaking were also interviewed in order to verify a number of supportive information. The result of the study showed that “subject-verb agreement” (SVA) was the most frequent grammatical error occurred in students’ speaking practice. It was also admitted that grammatical issue has not a big deal in determining students’ ability to speak English.

scholarly journals Learning the Narrative Characteristic: Perspective Taking in Written Japanese as a Foreign Language

2021 ◽  
Vol 12 (5) ◽  
pp. 631-640
Author(s):  
Akiko Kashiwagi-Wood
Keyword(s):  
Foreign Language ◽  
Perspective Taking ◽  
Classroom Instruction ◽  
Target Language ◽  
Grammatical Errors ◽  
L2 Learners ◽  
Japanese Perspective

Narratives written by L2 learners are often awkward even after linguistic elements such as grammatical errors and vocabulary choices are corrected. This unnaturalness may be caused by not exploiting the appropriate cultural and language specific aspects in the target language. The current study focuses on a narrative characteristic of Japanese; perspective taking consistency in writing a story, and the uses of its associated structures. By examining intermediate L2 learners of Japanese whose L1 is English, this study seeks to prove whether classroom instruction helps to overcome unnaturalness caused by the inappropriate uses of perspective taking and not using its associated structures in the short- and long terms. The results of this study show that instruction helps L2 learners to maintain the consistent perspective both in the short- and long-terms. However, the instruction seems to have not affected the L2 learners’ utilization of a variety of perspective taking structures. Taken together, this study offers implications for earlier instruction on the learning of the narrative characteristic.

scholarly journals “Too much grammar will kill you!” Teaching Spanish as a foreign language in Norway: What teachers say about grammar teaching

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Sigrunn Askland
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Communicative Competence ◽  
Language Instruction ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Grammar Instruction ◽  
Language Of Instruction ◽  
Grammar Teaching ◽  
Upper Secondary

Exam results show that many Norwegian students lack communicative competence in their second foreign language. This study investigates Spanish language instruction in Norway, in particular Spanish teachers’ opinions about grammar teaching, and why and how grammar is taught in lower and upper secondary school. Furthermore, the study explores whether common grammar teaching approaches are primarily explicit (rules provided) or implicit (rules not provided), inductive (language first) or deductive (rules first), and whether the language of instruction is primarily Norwegian or Spanish. The data comprise interviews with teachers and classroom observations, as well as teaching plans and other material. The analyses of the interviews and the observations show that the teachers think that grammar instruction is an important part of foreign language instruction, and they seem to prefer an explicit, deductive approach. The language of grammar instruction is predominantly Norwegian, independent of the teacher’s native language. Based on the findings, I conclude that teachers may consider introducing more inductive approaches to grammar instruction, as well as providing students with more target language (TL) input and opportunities for communication in the TL. 

scholarly journals Overcoming the Grammar Barrier in Foreign Language Learning: The Role of Television Series

2018 ◽  
Vol 4 (2) ◽  
pp. 59-72
Author(s):  
Deborah Azaryad Shechter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Corrective Feedback ◽  
Foreign Language Learning ◽  
Target Language ◽  
Future Research ◽  
Grammar Instruction ◽  
Television Series ◽  
Authentic Language

Mastering the grammar of a foreign language requires learning the rules as well as the contexts within which the structures are used. Formal grammar instruction should therefore be augmented by exposing learners to authentic language. According to the literature, watching television series in the target language improves listening comprehension and enhances vocabulary acquisition. No study to date, however, has investigated the recursive use of one series, in the classroom and over an entire course, to explicitly teach grammar. Presenting apt pedagogical arguments substantiated by the literature on grammar instruction and evidence from the classroom, this article maintains that a television series can be an invaluable source of authentic language and an excellent means to teach grammar in context. It recommends using the dialogues in the scenes to teach and illustrate grammatical structures, especially those that are very different or do not exist in the learners’ mother tongue. The article also proposes giving students pertinent writing tasks and adequate corrective feedback to help them internalize these structures. Consistent with recent studies indicating a strong connection between emotion and cognition, this method raises the students’ motivation and enhances grammar learning; as such, it can supplant or complement conventional practices of grammar instruction and thereby warrants empirical studies. Finally, the article delineates directions for future research to elucidate how television series contribute to the teaching and learning of grammar. This article is published under the Creative Commons Attribution 4.0 International License.

scholarly journals The pedagogic effectiveness of developmental readiness in ESL grammar instruction

2005 ◽  
Vol 28 (1) ◽  
pp. 81-99 ◽  
Author(s):  
Fethi Mansouri ◽  
Loretta Duffy
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Grammar Instruction ◽  
Classroom Context ◽  
Developmental Readiness ◽  
Grammatical Accuracy ◽  
Language Classrooms ◽  
Specific Teaching ◽  
English Syntax ◽  
Reversed Order

Abstract The project reported in this paper aims to test the concept of learner developmental readiness’ and its pedagogic effectiveness in the teaching of foreign language grammar. It focuses on the teaching of English as a second language (ESL) in a formal classroom context. The aim is to ascertain whether a specific teaching order based on the concept of developmental readiness, can enhance learning outcomes in foreign language classrooms. The main theoretical approach used is the Teachability Hypothesis articulated in Pienemann’s (1998) Processability Theory (PT), which “predicts that stages of acquisition cannot be skipped through formal instruction and that instruction will be beneficial if it focuses on structures from ‘the next stage’” (Pienemann, 1998, p. 13). Past teachability studies (e.g. Boss, 1996; Dyson, 1996; Ellis, 1989; Pienemann, 1984; Spada& Lightbown, 1999) have employed predicted order testing. However in this study subjects were exposed to English syntax structures either in the predicted or in the reversed orders outlined under PT. The findings of this study show that learners exposed to instruction in accordance with the developmental order predicted in PT produce the target language (TL) structures with a higher grammatical accuracy than those exposed to the reversed order. This suggests that instruction is more beneficial, in relation to grammatical accuracy, when it focuses on the TL structures in a developmentally implicational manner.

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

The Direct Method

2017 ◽  
Author(s):  
Purwarno
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Direct Method ◽  
Target Language ◽  
Translation Method ◽  
Grammar Translation Method

The Direct Method was the outcome of a reaction against the Grammar Translation Method. It was based on the assumption that the learner of a foreign language should think directly in the target language. According to this method, English is taught through English. The learner learns the target language through discussion, conversation and reading in the second language. It does not take recourse to translation and foreign grammar.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

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