Direct versus Indirect Explicit Methods of Enhancing EFL Students' English Grammatical Competence: A Concept Checking-Based Consciousness-Raising Tasks Model

Autor/inn/en	Dang, Trang Thi Doan; Nguyen, Huong Thu
Titel	Direct versus Indirect Explicit Methods of Enhancing EFL Students' English Grammatical Competence: A Concept Checking-Based Consciousness-Raising Tasks Model
Quelle	In: English Language Teaching, 6 (2013) 1, S.112-121 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Teaching Methods; Grammar; Second Language Learning; Second Language Instruction; Correlation; Oral Language; Language Proficiency; Questionnaires; Morphemes; Control Groups; Experimental Groups; Writing Tests; Language Tests; Receptive Language; English (Second Language); Expressive Language; High School Students; Foreign Countries; Metalinguistics; Consciousness Raising; Pretests Posttests; Vietnam + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Fragebogen; Morphem; Writing test; Schreibtest; Language test; Sprachtest; Rezeptive Kommunikationsfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Metalanguage; Metasprache; Bewusstseinsbildung
Abstract	Two approaches to grammar instruction are often discussed in the ESL literature: direct explicit grammar instruction (DEGI) (deduction) and indirect explicit grammar instruction (IEGI) (induction). This study aims to explore the effects of indirect explicit grammar instruction on EFL learners' mastery of English tenses. Ninety-four eleventh-graders were conveniently selected and randomly assigned into either the experimental group (EG) or the control group (CG). A pre-post tests design was used to collect the data. Before and after the treatment, the following tests were administered: rule analysis, grammar, and speaking. A delayed written test was given to both groups to assess students' retention of structure acquired; in addition, a questionnaire was provided to the EG to investigate their perception on the treatment. The results indicated that the EG significantly outperformed the CG in the analysis of grammar rules and the oral proficiency, except for the use of grammar structures in a pre-defined context. Convincingly, there was a positive correlation between the grammar rules and their subsequent use. This validates the cause and effect of grammar rules' acquisition and the use of them in receptive and productive stages. Also, the EG had favorable attitudes towards the instruction. This study may provide practical implications and techniques for improving EFL students' grammar performance in high schools in Vietnam. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01