Defining Grammatical Difficulty: A Student Teacher Perspective

Autor/inn/en	Graus, Johan; Coppen, Peter-Arno
Titel	Defining Grammatical Difficulty: A Student Teacher Perspective
Quelle	In: Language Awareness, 24 (2015) 2, S.101-122 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2014.994639
Schlagwörter	Grammar; Second Language Learning; Second Language Instruction; Statistical Analysis; Qualitative Research; Difficulty Level; Teaching Methods; Language Teachers; Student Teachers; Student Teacher Attitudes; Surveys; Undergraduate Students; Student Characteristics; Teacher Effectiveness; Schemata (Cognition); Language Research; Holistic Approach; English (Second Language); Models; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; Statistische Analyse; Qualitative Forschung; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Survey; Umfrage; Befragung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Cognition; Schema; Kognition; Sprachforschung; Holistischer Ansatz; English as second language; English; Second Language; Englisch als Zweitsprache; Analogiemodell; Ausland; Niederlande
Abstract	Numerous second language acquisition (SLA) researchers have tried to define grammatical difficulty in second and foreign language acquisition--often as part of an attempt to relate the efficacy of different types of instruction to the degree of difficulty of grammatical structures. The resulting proliferation of definitions and the lack of a unifying framework have made the easy-difficult distinction a muddled concept. This paper attempts to clear up some of the confusion by reviewing the definitions SLA literature offers and relating these to (student) teachers' cognitions on grammatical difficulty, a perspective largely ignored in SLA publications despite its potential for a more integrative and holistic view on the topic. To this end, a total of 727 undergraduate and postgraduate student teachers of English were surveyed in two empirical studies. Quantitative and qualitative analyses--in combination with the findings from SLA literature--yielded a model comprising four interrelated categories of factors that determine grammatical difficulty: (1) grammar feature; (2) pedagogical arrangement; (3) teacher quality; and (4) learner characteristics. In addition, the resulting model is discussed as a basis for future research into the changing cognitions of student teachers as they become more experienced. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01