Teaching the English Article System: Definiteness and Specificity in Linguistically-Informed Instruction

Autor/in	Lopez, Elaine
Titel	Teaching the English Article System: Definiteness and Specificity in Linguistically-Informed Instruction
Quelle	In: Language Teaching Research, 23 (2019) 2, S.200-217 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168817739649
Schlagwörter	Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Form Classes (Languages); Instructional Materials; Material Development; Linguistic Theory; Language Usage; Intervention; Difficulty Level; Asians; Chinese; Native Language; Grammar; Language Tests; College Students; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Analytischer Sprachbau; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Linguistische Theorie; Sprachgebrauch; Schwierigkeitsgrad; Asian; Asiat; Asiatin; Asiaten; Asiate; China; Chinesen; Grammatik; Language test; Sprachtest; Collegestudent; Ausland; Großbritannien
Abstract	Many explanations have been offered for the widely attested problems second language (L2) learners experience with the English article system. One influential proposal from formal linguistics is the Article Choice Parameter and associated Fluctuation Hypothesis, which states that learners of English fluctuate between correct and incorrect usage by sometimes selecting articles on the basis of definiteness (correct for English) and sometimes on the basis of specificity (correct for Samoan). The current study trialled new instruction materials which taught specificity then measured the outcome with low-intermediate first language Chinese learners of English (n = 50). Results show that learners who were taught about specificity did not perform significantly better than learners who were taught about definiteness (using standard teaching materials) or learners who received no instruction on the English article system. The low proficiency of the learners and short intervention period likely contributed to their difficulty understanding the complexities of article meaning. Issues also arose when developing instructional materials which were both linguistically-accurate and sufficiently simple for learners of this level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01