Balancing Communication and Grammar in Beginning-Level Foreign Language Classrooms: A Study of Guided Planning and Relativization

Autor/inn/en	Mochizuki, Naoko; Ortega, Lourdes
Titel	Balancing Communication and Grammar in Beginning-Level Foreign Language Classrooms: A Study of Guided Planning and Relativization
Quelle	In: Language Teaching Research, 12 (2008) 1, S.11-37 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168807084492
Schlagwörter	Second Language Learning; Foreign Countries; Guidance; English (Second Language); Second Language Instruction; Grammar; Teaching Methods; Introductory Courses; Phrase Structure; Statistical Significance; High School Students; Planning; Communicative Competence (Languages) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Ausland; Beratung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Phrasenstruktur; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ablaufplanung; Planungsprozess; Communicative competence; Languages; Kommunikative Kompetenz; Sprache
Abstract	This study investigated whether pre-task planning that embeds grammatical guidance to attend to a specific L2 form might be a suitable pedagogical choice in beginning-level foreign language classrooms. First-year high school students of English in Japan were asked to do an oral story-retelling task with a class partner under one of three conditions: without any prior planning (n = 17), after 5 minutes of unguided planning (n = 20), or after 5 minutes of planning with guidance in the form of a grammar handout about English relative clauses (n = 19). The resulting narratives were analyzed for task essentialness, amount and quality of use of relativization, and global complexity and fluency. It was found that the guided planning group produced more and more accurate relative clauses in their narratives than the other two groups, to both statistically significant and large degrees, while at the same time exhibiting global levels of complexity and fluency that were similar to those of the other two groups. The results show that guided planning can succeed in creating favorable conditions for striking a pedagogical balance between communication and grammar, even with high school learners at incipient levels of proficiency and under conditions that are typical of many foreign language contexts. (Contains 6 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10