Rule Difficulty: Teachers' Intuitions and Learners' Performance

Autor/in	Scheffler, Pawel
Titel	Rule Difficulty: Teachers' Intuitions and Learners' Performance
Quelle	In: Language Awareness, 20 (2011) 3, S.221-237 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2011.570349
Schlagwörter	Sentences; Grammar; Correlation; English (Second Language); Second Language Instruction; Second Language Learning; Language Teachers; Foreign Countries; Teacher Attitudes; Difficulty Level; Teaching Methods; Hypothesis Testing; Intuition; Metalinguistics; Poland + Suchen Sie Ihr Suchwort? Sentence analysis; Satzanalyse; Grammatik; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Ausland; Lehrerverhalten; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Hypothesenprüfung; Hypothesentest; Metalanguage; Metasprache; Polen
Abstract	The need for some form of explicit grammar instruction is recognised in most current approaches to second language teaching. Since the usefulness of explicit instruction is at least to some extent dependent on the difficulty of the rules that are taught, an important question for teachers is whether their judgements of rule difficulty are reliable. This study investigates the question of whether there is a significant relationship between the teachers' assessment of rule difficulty and the learners' ability to produce controlled output based on explicit rules. In the study, 25 Polish teachers of English were asked to evaluate the difficulty of 12 pedagogical rules of English grammar. Subsequently, 50 Polish learners of English were asked to produce example sentences based on the same rules. To test the null hypothesis of no significant relationship, a Spearman rank-order correlation coefficient was calculated (r[subscript s] = -0.9). The results were found to be significant (p less than 0.01 for a two-tailed test). They are discussed in terms of what they mean for the process of selecting rules for explicit instruction. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10