Is Evidence-Based L2 Pedagogy Achievable? The Research-Practice Dialogue in Grammar Instruction

Autor/in	Hwang, Hyun-Bin
Titel	Is Evidence-Based L2 Pedagogy Achievable? The Research-Practice Dialogue in Grammar Instruction
Quelle	In: Modern Language Journal, 107 (2023) 3, S.734-755 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Hyun-Bin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12864
Schlagwörter	Evidence Based Practice; Second Language Learning; Theory Practice Relationship; Research and Development; Grammar; Teaching Experience; Teaching Methods; Language Teachers; English (Second Language); Foreign Countries; Classroom Environment; South Korea + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Theorie-Praxis-Beziehung; Forschung und Entwicklung; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Klassenklima; Unterrichtsklima; Korea; Republik
Abstract	This study investigated the influence of teachers' experience with research-related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective of the level of teachers' prior experience with research-related activities. First, there was a marked discrepancy between teachers' grammar instruction and pedagogical recommendations of form-focused instruction studies. Second, in-class environment was the most influential element in shaping their grammar instruction. Third, more research-related activities in the past did not lead to noticeable research engagement in the present. Fourth, lack of external support was the biggest hindrance to teachers' research engagement to implement evidence-based grammar instruction. However, prior research-related experience appeared to nudge teachers into acknowledging the value of research while also causing them to be more cognizant of the limited relevance of research to their grammar teaching practice. I argue that the irrelevance of research can be a more serious obstacle to teachers' research engagement in the long term and L2 pedagogy literacy of researchers is a prerequisite for research-informed pedagogy to be achievable. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01