A Replication Study in Teaching Foreign Language Grammar to Adults. Research Bulletin No. 16. [Report No.: R-Bull-16

Autor/inn/en	von Elek, Tibor; Oskarsson, Mats
Institution	Gothenburg School of Education (Sweden). Dept. of Educational Research.
Titel	A Replication Study in Teaching Foreign Language Grammar to Adults. Research Bulletin No. 16. [Report No.: R-Bull-16
Quelle	(1973), (82 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Audiolingual Methods; English (Second Language); Experimental Teaching; Grammar; Imitation; Language Instruction; Linguistic Theory; Pattern Drills (Language); Second Language Learning; Teaching Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Experimentalunterricht; Experimentelle Pädagogik; Grammatik; Linguistische Theorie; Pattern-Drill; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A replication of the first study of Sweden's GUME/Adults Project (Methods of Teaching English to Adults, Gothenburg School of Education) was conducted in 1971. Both experiments were designed to determine which of two language learning theories, "audiolingual habit" or "cognitive code-learning," provides a better basis for teaching foreign language grammar to adults. Specifically, pattern drills and conscious study of grammatical structure were compared in their effectiveness as ESL teaching methods. The experiments differed primarily in that: (1) the average age of the subjects in the second experiment was 22 years, while in the first it was 33 years; and (2) the experimental schedule was more concentrated in the second experiment (one week as opposed to two). The final sample consisted of 91 full-time students. Ten taped experimental lessons dealing with five grammatical structures were administered to the subjects; half the students were taught via the audiolingual method and half via grammar study. Results confirmed the findings of the previous study in that the treatment based on the cognitive code-learning theory (grammar study) resulted in significantly greater progress at all age, proficiency, and aptitude levels. (KM/LG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01