Explicit Knowledge of English Grammar and Sentence Writing with Implicit Knowledge by Korean Students

Autor/in	Ko, HyunSook
Titel	Explicit Knowledge of English Grammar and Sentence Writing with Implicit Knowledge by Korean Students
Quelle	In: English Teaching, 77 (2022) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Writing Instruction; Grammar; Morphemes; Teaching Methods; Intervention; Undergraduate Students; Metalinguistics; Language Tests; Sentences; Form Classes (Languages); Speech Communication; Learning Activities; Foreign Countries; Correlation; Knowledge Level; Comparative Analysis; South Korea + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibunterricht; Grammatik; Morphem; Teaching method; Lehrmethode; Unterrichtsmethode; Metalanguage; Metasprache; Language test; Sprachtest; Sentence analysis; Satzanalyse; Analytischer Sprachbau; Lernaktivität; Ausland; Korrelation; Wissensbasis; Korea; Republik
Abstract	The study investigates which grammar features need high priority of pedagogical intervention to develop implicit knowledge, unlike grammatical features in need of explanation of explicit rules. Two types of data were collected from 29 Korean college students: a sentence completion test in English and a meta-linguistic knowledge test (requiring students to both correct the underlined error and explain the grammatical rule) in Korean. Through statistical analyses, including a Wilcoxon signed rank test, this study finds significant differences in test achievements for tense, time prepositions ("for" and "since"), subjunctive moods, dative alternations, quantitative adjectives ("many" and "much"), gerunds, and third-person singular "-s" in the simple present tense. Based on results obtained, this study proposes which specific grammar features need intensive pedagogical intervention for production skills, including sentence writing and speaking. Several practical suggestions are provided for EFL instructors and researchers to make more effective use of speaking and writing activities as well as formative testing. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01