The Pedagogic Effectiveness of Developmental Readiness in ESL Grammar Instruction

Autor/inn/en	Mansouri, Fethi; Duffy, Loretta
Titel	The Pedagogic Effectiveness of Developmental Readiness in ESL Grammar Instruction
Quelle	In: Australian Review of Applied Linguistics, 28 (2005) 1, S.81-99 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Syntax; Learning Readiness; Instructional Effectiveness; English (Second Language); Teaching Methods; Grammar; Second Language Learning; Second Language Instruction; Outcomes of Education; Linguistic Theory; Foreign Countries; Adult Students; English for Academic Purposes; Australia + Suchen Sie Ihr Suchwort? Lernbereitschaft; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; Lernleistung; Schulerfolg; Linguistische Theorie; Ausland; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Australien
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; and 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. (Contains 8 tables, 2 figures and 1 note.) (As Provided).
Anmerkungen	Applied Linguistics Association of Australia. Available from: Monash University ePress. Building 4, Monash University, Wellington Road, Clayton 3800, Victoria, Australia. Fax: +61-3-9905 8450; e-mail: epress@lib.monash.edu.au; Web site: http://publications.epress.monash.edu/loi/aral
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10