A Case for Explicit Grammar Instruction in English as Second/Foreign Language Classrooms

Autor/in	Williams, Kent
Titel	A Case for Explicit Grammar Instruction in English as Second/Foreign Language Classrooms
Quelle	In: Academic Leadership Journal in Student Research, 1 (2013), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-3223
Schlagwörter	English (Second Language); English Instruction; Grammar; Second Language Instruction; Educational Research; Literature Reviews; Meta Analysis; Retention (Psychology); Feedback (Response); Interference (Language); Interference (Learning); Incidental Learning; Form Classes (Languages); Teaching Methods; Educational Practices; Teaching Models; Higher Education; Classroom Techniques + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; English langauage lessons; Englischunterricht; Grammatik; Fremdsprachenunterricht; Bildungsforschung; Pädagogische Forschung; Meta-analysis; Metaanalyse; Merkfähigkeit; Inzidentelles Lernen; Analytischer Sprachbau; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrmodell; Hochschulbildung; Hochschulsystem; Hochschulwesen; Klassenführung
Abstract	This paper will provide a review of research--regarding explicit grammar instruction--that groups recent studies into three main categories and then sub-categorizes these studies under key terms in second language acquisition (SLA) research. The overall purpose of this paper is to argue that in light of these issues, recent studies have shown that explicit instruction in grammar is beneficial in increasing learners' grammatical competence and performance; however, there are learner variables and instructional conditions that influence the extent to which explicit grammar instruction is effective. This paper examines the following: (1) the relationship between explicit and implicit instruction, retention, and types of instructional feedback; (2) studies that reflect the relationship between explicit instruction and the rate and order of developmental sequences; (3) recent studies that discuss various methodologies of grammar instruction in formal classroom settings; and (4) the pedagogical implications, research gaps, and potential orientations for future research on explicit grammar instruction. (ERIC).
Anmerkungen	Fort Hays State University. 600 Park Street, Hays, KS 67601. Tel: 785-628-5578; Fax: 785-628-4479; e-mail: editor_alj@fhsu.edu; Web site: http://www.aljinstudentresearch.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01