Rethinking the Role of Grammar - Nationaal Congres Engels · Writing test (2) Explicit Grammar test (2) Het Onderzoek Participants Age:12-13. N=200 2015 2016 Sep. Oct. Nov. Dec. Jan

Grammatica-instructie?Kan wel, hoeft niet. Leslie E. B. Piggott

English Teacher, PhD candidate UU

Prof. dr. Marjolijn Verspoor

Professor of English as a Second Language

Prof. dr. Rick de Graaff

Professor of Foreign Language Education and Bilingual

Education

dr. Elena Tribushinina

Assistant Professor of Linguistic theory and language

acquisition.

Interface Debate

3/30/2019 2

Grammaticaregels

Spreken

Implicit and Explicit Focus on Form Housen & Pierrard (2005, p. 10)

Expliciet

- directs attention to target form

- is predetermined and planned

(e.g. as the main focus and goal of

a teaching activity)

- presents target forms in isolation

- uses metalinguistic

terminology (e.g. rule

explanation)

- involves controlled practice of

target form

3/30/2019 3

Impliciet

- attracts attention to target form

- is delivered spontaneously (e.g.

in an otherwise communication-

oriented activity)

- presents target forms in context

- makes no use of metalanguage

- encourages free use of target

form

Rsg TrompMeesters in Steenwijk

3/30/2019 4

Hoeveel Grammatica-instructie en oefening in de onderbouw?

3/30/2019 5

Reading

22%

Listening

16%

Speaking

15%

Writing

11%

Grammar

37%

Subject Pronouns

Present Simple

Plural nouns

Imperatives

The indefinite article

Third person singular

Adverbs of frequency

Object pronouns

Demonstrative adjectives and pronouns

Gerund and Infinitive

Present Continuous

Past simple

Future tense

Present continuous for future

Past continuous

Modal verbs

Zero, First, Second

conditionalPresent Perfect

Reported Speech

Passive tenses

Waarom Grammatica-instructie en oefening in de onderbouw?

- Views and beliefs (e.g.: Graus & Coppen, 2016)

- Te weinig mogelijkheden voor “increased exposure” (e.g.:Hulstijn,

2015)

- Les materiaal (e.g.: McCarthy, 2016; Ur, 2017; Ur, 2011)

- Practische realiteit, meetbaar instrument (e.g.: Richards & Rodgers,

2014)

- Onderzoeken (e.g.: Goo, Granena, Yucel & Novella, 2015)

3/30/2019 7

Les Methode

March 30, 2019 8

Wat is nodig om succesvol zonder explicietegrammatica instructie te werken?

- Tast- en meetbare kennis dat (bijv. Vocabulaire, Chunks)

- Methode onafhankelijke toetsen (bijv. van Cambridge)

- Andere beoordeling van taalvaardigheid

March 30, 2019 9

Het Onderzoek

2015

2016

Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.


2014

2015

2016

2017


2015

2016


End second year explicit group

N=216


2014

2015 First year explicit group

2016

2017


Het Onderzoek

Participants Age:12-13

N=2002015

2016


First year implicit group


N=216


2014


2016

2017


End Second year implicit group

Het Onderzoek


N=2002015

2016




N=216


2014


2016

2017



Data:Listening test Cito and Cambridge (4) AMTB, English outside of classroom Reading test Cito and Cambridge (4) L1 development Speaking test (2) General scholastic aptitudeWriting test (2) Explicit Grammar test (2)

Het Onderzoek


N=2002015

2016




N=216


2014


2016

2017



Data:Listening test Cito and Cambridge (4) AMTB, English outside of classroom Reading test Cito and Cambridge (4) L1 development Speaking test (2) General scholastic aptitudeWriting test (2) Explicit Grammar test (2)

Het Onderzoek


Maten

Holistic Rating: Vocabulary, Grammar, Fluency, Functional Adequacy.

Complexity: Length measures, Coordination, Subordination, Overall

Sentence Complexity, Lexical diversification

Accuracy: Lexical errors, Word Order, Verb form, Verb use

Fluency: Length, Chunk Ratio, Words per minute, (silent/filled) Pauses

3/30/2019 15

Resultaten Schrijfvaardigheid

3/30/2019 16

YEAR 1

Explicit Implicit

Holistic Rating: Vocabulary, Grammar,

Fluency, Functional Adequacy.

Complexity: Length, Coordination,

Subordination, General Complexity,

Lexical Diversification

Accuracy: Lexical, Word Order, Verb

Form, Verb Use

Fluency: Text length, Chunks

YEAR 2

Explicit Implicit




Subordination, General Complexity,

Lexical Diversification

Accuracy: Lexical, Word Order, Verb

Form, Verb Use

Fluency: Text length, Chunks

SCHRIJFVAARDIGHEIDExpliciet: minder fouten, hogere grammar scoreImpliciet: langere teksten, complexere

zinconstructies en meer chunks

3/30/2019 17

Impliciet Jaar 1

I'm from Holland and the city where I live is Steenwijk. My room is upstairs in my house. The size of my room is not very big but also not small, It's normal. There is one window in my room and on the wall is a mirror and a plank with souvenirs. My clothes hanging in my wadrobe. The favourite thing in my room is my bed. My mother clean my room. I don't know when she make my room clean but I think on wednesday. I have a whoseband and candle, in front off the candle some pictures. from a friend I have a small, small book with some friends quotes. they is on the lamp……………

Expliciet Jaar 1

My room is upstairs and it is very big. I have on my walls pictures. I have 4 windows in my room. I have a bed, wardrobe and a desk. My bed is under my window, my wardrobe is in front of the door and my desk is under my window. My clothes are in my wardrobe. My favourite thing in my room is my desk. I don’t like my wardrobe, it is to small. My father and mother clean my room, when they working. writing you back?

March 30, 2019 18

Resultaten Spreekvaardigheid.

YEAR 1

Explicit Implicit

Holistic Rating: Vocabulary,

Grammar, Fluency, Functional

Adequacy.


Subordination, Verbal Inflectional

Diversity, Lexical Diversification

Accuracy: L1 words, Incorrect Word,

Incorrect Word Form, Function

Words, Word Order, Verb Form, Verb

Use

Fluency: Words per Minute, Silent

Pauses, Length of Silent Pause, Filled

Pauses, Revisions and Repetitions. 3/30/2019 19

YEAR 2

Explicit Implicit




Subordination, Verbal Inflectional

Diversity, Lexical Diversification

Accuracy: L1 words, Incorrect Word,

Incorrect Word Form, Function

Words; Word Order, Verb Form, Verb

Use

Fluency: Words per Minute, Silent

Pauses, Length of Silent Pause, Filled

Pauses, Revisions and Repetitions.

March 30, 2019 20

Expliciet: Meer verschillende vervoegingen, complexere zinnen, minder woordvolgorde fouten, minder filled pauses.

Impliciet: Spreken vloeiender (sneller), minder lange stilltes, minder ww fouten (1ste jaar), minder lexicale fouten 2e jaar.

SPREEKVAARDIGHEID

Lezen Luisteren

March 30, 2019 21

Grammatica Toets

3/30/2019 22

Werkwoorden Trappen van Vergelijking Woordvolgorde

Conclusie

Expliciete (grammatica) instructie is voornamelijk effectief voor

accuraat (geschreven) taalgebruik en gebruik maken van verschillende

soorten vervoegingen (in spreken), lexicale ontwikkeling komt later.

Impliciete instructie is effectief voor de ontwikkeling van

leesvaardigheid, langere teksten schrijven, meer spreken (jaar 1),

vloeiender spreken, en initiële lexicale diversiteit.

Wat vinden wij belangrijk?

March 30, 2019 23

Overeenkomsten met andere onderzoeken

(Admiraal, Westhoff, & De Bot, 2006; Rousse-Malpat & Verspoor, 2012; Van Kampen, Admiraal, & Berry, 2018; Verspoor & Hong, 2013)

- Vloeiender spreken (en meer spreken/schrijven)

- Initiële voorsprong (vocabulaire/chunks)

- Bij spreken geen verschil in accuraat taalgebruik

March 30, 2019 24

Reactie Docenten

“We misten de structuur in onze lessen.”

“Er was meer tijd en ruimte voor eigen inbreng”

“De leerlingen vonden dat ze niks leerden bij Engels”

“De leerlingen misten grammatica instructie niet”

“Docenten wisten niet goed wat ze voor feedback moesten geven bij

schrijfopdrachten”

March 30, 2019 25

Leslie Piggott: [email protected]

Marjolijn Verspoor: [email protected]

Rick de Graaff: [email protected]

Elena Tribushinina: [email protected]

Met dank aan: Ariska Koning

3/30/2019 26

THANK YOUVragen?

mailto:[email protected]




References

Admiraal, W., Westhoff, G., & De Bot, K. (2006). Evaluation of bilingual secondary education in the Netherlands: Students' language proficiency in English.

Educational Research and Evaluation, 12(1), 75-93.

De Graaff, R., & Housen, A. (2009). Investigating the Effects and Effectiveness of L2 Instruction. In M. Long, & C. Doughty (Eds.), The Handbook of Language Teaching.

(pp. 726-755). Oxford: Blackwell Publishing.

Goo, J., Granena, G., Yucel, Y., & Novella, M. (2015). Implicit and explicit instruction in L2 learning: Norris and Ortega 2000 revisited and updated. In P. Rebuschat

(Ed.), Implicit and Explicit Learning of Languages (pp. 443-482) John Benjamins Publishing Company.

Graus, J., & Coppen, P. (2016). Student teacher beliefs on grammar instruction. Language Teaching Research, 20(5), (pp. 571-599). doi:10.1177/1362168815603237

Hulstijn, J. H. (2015). Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning: the virtues and pitfalls of a

two-system view. Implicit and Explicit Learning of Languages.(pp 25-46)

Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching. Language Teaching, 48(2), (pp. 263-280).

McCarthy, M. (2016). Putting the CEFR to good use: Designing grammars based on learner-corpus evidence. Language Teaching, 49(1), 99-115.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (Third ed.) Cambridge University press.

Rousse-Malpat, A., & Verspoor, M. (2012). Measuring effectiveness in Focus on Form versus Focus on Meaning Dutch Journal of Applied Linguistics, 1(2), 263-

276(14).

Ur, P. (2017). Applications of research to materials design. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (3rd ed., pp. 132-143)

Routledge London.

Van Kampen, E., Admiraal, W., & Berry, A. (2018). Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices.

International Journal of Bilingual Education and Bilingualism, 21(2), 222-236.

Verspoor, M., & Hong, N. (2013). A dynamic usage-based approach to communicative language teaching. European Journal of Applied Linguistics, 1(1), 22-54.

Wilhelm, F. (2018). Foreign language teaching and learning in the Netherlands 1500–2000: An overview. The Language Learning Journal, 46(1), (pp. 17-27).3/30/2019 27

Documents

Rethinking the Role of Grammar - Nationaal Congres Engels · Writing test (2) Explicit Grammar test (2) Het Onderzoek Participants Age:12-13. N=200 2015 2016 Sep. Oct. Nov. Dec. Jan