An Explicit-Inductive Approach to Grammar in Irish-Medium Immersion Schools

Autor/inn/en	Ní Dhiorbháin, Aisling; Ó Duibhir, Pádraig
Titel	An Explicit-Inductive Approach to Grammar in Irish-Medium Immersion Schools
Quelle	In: Language Awareness, 26 (2017) 1, S.3-24 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2016.1261870
Schlagwörter	Grammar; Teaching Methods; Irish; Accuracy; Language of Instruction; Immersion Programs; Metalinguistics; Mixed Methods Research; Second Language Learning; Second Language Instruction; Journal Writing; Student Attitudes; Elementary School Students; Computer Software; Grade 5; Grade 6; Interlanguage; Workshops; Foreign Countries; Focus Groups; Interviews; Ireland + Suchen Sie Ihr Suchwort? Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Irisch; Teaching language; Unterrichtssprache; Immersionsprogramm; Metalanguage; Metasprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Zeitschriftenaufsatz; Schülerverhalten; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Zielsprache; Lernwerkstatt; Schulung; Ausland; Interviewing; Interviewtechnik; Irland
Abstract	This article focuses on qualitative self-report data from a mixed-methods study which investigated Grade 5 and 6 (n = 274), 11-12-year-old, Irish-medium (IM) immersion students' improvement in linguistic accuracy in response to an explicit-inductive approach to form-focused instruction (FFI). A series of typographically enhanced PowerPoint slides were designed to explicitly draw students' attention to the genitive case in Irish over a four-week period. Students engaged in collaborative meta-talk with teacher and peers to construct rule-based knowledge and they recorded their findings in a reflective language journal. Qualitative data were gathered with a sub-sample of 56 students selected from 4 of the 12 schools that participated in the larger study. Student feedback indicates the potential effectiveness of an explicit-inductive approach to improve student language awareness and grammatical accuracy in immersion education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01