Some Effects of Explicit Grammar Instruction and Syntactic Priming on Students’ Written Language Production

Abstract

Abstract. Structural or syntactic priming is a phenomenon in which prior exposure to specific language structures either facilitates or interferes with a learner's subsequent language production [1]. Exposure to English structures through explicit instruction is reported to have inconclusive results. [2] reported that explicit and implicit grammar instruction ends up with automatization. This study reexamines the effect of syntactic priming and explicit grammar instruction on students' writing. Specific grammatical features frequently appeared on TOEFL (Written Expression Section) test were intensively practiced and then the students took a test whose items were specifically collected from TOEFL practice tests. Finally, the students were assigned to write a short essay. Sentences with similar structures which the students had been exposed to were extracted from the students' essays. Out of 40 test items, only 59.86% in average could be answered correctly, and all of the grammatical features to which the students were previously exposed were contained in their essays. However, in average only eight out of 18 sentences were grammatically constructed. It can be concluded that although priming method with explicit instruction leads the students to use similar syntactic features in their writing, it seems to have little impact on students' grammatical knowledge for immediate use in written language production.

English as a Foreign Language Teachers' Beliefs About Grammar Teaching in Classroom

“…The finding is followed by a study from Rahman & Asfah (2018) that discloses English subject in Indonesia is formally given to students at the first year of lower secondary school, with a very weak competency in English materials. The statement is proved by the inability of students in making even simple sentences that they immensely missed out the accuracy.…”