What Makes Learning Second‐Language Grammar Difficult? A Review of Issues

DeKeyser, Robert

doi:10.1111/j.0023-8333.2005.00294.x

Cited by 408 publications

(297 citation statements)

References 82 publications

(90 reference statements)

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“…It seems, then, that the semantic dimension of these two categories requires more attention during the instruction process. This confirms DeKeyser's (2005) assessment of the difficulty of the perfect aspect and Sharwood Smith's (1974) Green and Hecht (1992, p. 180), who say that 'semantic categories like aspect are probably best presented as explanations rather than rules, with learners' attention drawn to how they operate in longer contexts (…). '…”

Section: (29) We Had Been In My Room When They Camesupporting

confidence: 71%

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Rule difficulty: teachers’ intuitions and learners’ performance

Scheffler

2011

Language Awareness

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The need for some form of explicit grammar instruction is recognized in most current approaches to second language teaching. Since the usefulness of explicit instruction is at least to some extent dependent on the difficulty of the rules that are taught, an important question for teachers is whether their judgements of rule difficulty are reliable. This study investigates the question of whether there is a significant relationship between teachers' assessment of rule difficulty and learners' ability to produce controlled output based on explicit rules. In the study, 25 Polish teachers of English were asked to evaluate the difficulty of 12 pedagogical rules of English grammar. After that, 50 Polish learners of English were asked to produce example sentences based on the same rules. To test the null hypothesis of no significant relationship a Spearman rank order correlation coefficient was calculated (rs = -0.9). The results were found to be significant (p< 0.01 for a two-tailed test). They are discussed in terms of what they mean for the process of selecting rules for explicit instruction.

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Section: (29) We Had Been In My Room When They Camesupporting

confidence: 71%

“…The discussion in this context has centred around the issue of rule difficulty (e.g. Bialystok, 1979;DeKeyser, 1998DeKeyser, , 2003DeKeyser, , 2005Dietz, 2002;R. Ellis, 2002R.…”

Section: Selecting Rules For Explicit Instructionmentioning

confidence: 99%

Rule difficulty: teachers’ intuitions and learners’ performance

Scheffler

2011

Language Awareness

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“…In addition, they also valued feedback on their English language issues (form). They felt that since English was not their first language, comprehensive feedback on language would help them in improving the quality of their subsequent assignments (Bitchener & Knoch, 2008;DeKeyser, 2005) and, eventually, in the conversion of these assignments into publications.…”

Section: Discussionmentioning

confidence: 99%

Graduate Students’ Perceptions of Written Feedback at a Private University in Pakistan

Ghazal¹,

Gul²,

Hanzala³

et al. 2014

IJHE

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Excellence in academic performance at the graduate level requires good command of writing skills. Teachers' written feedback can help students to develop their writing skills. However, several personal and contextual factors may influence feedback processes and its utilization by students. Therefore, understanding these factors is essential to improve the practice of written feedback. This study aimed to appraise the quality of written feedback in the graduate programmes and to ascertain students' perceptions about it at a private university in Pakistan. A purposive sample of 15 participants comprised the study. The data were collected through in-depth students' interviews and the teachers' written comments on students' assignments. Data were coded and categorized to assess the pattern of similarities and dissimilarities. The analysis of comments on students' assignments indicated that the amount of feedback varied greatly. Although some feedback focused on form and style, most comments focused on the content. Moreover, the tone of comments lacked a balance of praise, criticism and suggestions. The data from students' interviews were categorized as: variations in experiences, functions of written feedback, effectiveness of feedback and utilization of feedback. With some exceptions students' perceptions about the quality feedback corroborated with the teachers' comment analysis. The study highlights several factors that impact the receptivity and utilization of feedback by students. Therefore, teachers need to be aware and trained to enhance the quality of their feedback.

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“…Según lo informado por los profesores de inglés de los cursos intervenidos, los estudiantes tienden a utilizar indistintamente cualquiera de las dos reglas cuando deben realizar comparaciones, cuestión que concuerda con lo establecido en la literatura acerca de la adquisición de los adjetivos comparativos entre hablantes nativos (Graziano-King & Smith, 2005). Esto podría indicar que existe cierto grado de complejidad de la forma, la que tiene relación con el número de opciones presentes en la elección de los morfemas o alomorfos correctos y su ubicación en el lugar adecuado para expresar significado (DeKeyser, 2005). Esta particularidad morfosintáctica de la forma objeto de estudio demanda investigaciones que puedan aportar evidencias empíricas respecto de la promoción de su uso preciso y de su aprendizaje.…”

Section: La Forma Intervenidaunclassified

El feedback correctivo escrito indirecto en el aprendizaje de la forma comparativa de adjetivos en inglés

Muñóz

Cabrera²

2017

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Resumen: El feedback correctivo escrito (FCE) ha demostrado ser efectivo para el tratamiento de ciertas estructuras gramaticales (Ferris & Roberts, 2001); sin embargo, persisten factores que dificultan realizar conclusiones categóricas al respecto. Algunos de estos corresponden al tipo de las formas que se benefician de un tratamiento como este, a los distintos contextos de aprendizaje investigados, a los diversos niveles de competencia lingüística de los participantes, entre otros (Hyland & Hyland, 2006;Guenette;. La presente investigación estudia dos estrategias de FCE indirecto; a saber, indirecto con indicación y localización e indirecto con indicación, localización y explicación metalingüística, en el tratamiento de la forma comparativa de adjetivos en inglés a nivel escolar. Los objetivos son examinar la efectividad del FCE y robustecer la evidencia empírica en contextos de aprendizaje que han sido insuficientemente indagados. Este primer acercamiento constituye una aproximación inédita que contribuye al fortalecimiento y al aumento de la evidencia empírica existente en el ámbito del FCE. La muestra del estudio correspondió a 24 estudiantes de 8° año de enseñanza primaria con un nivel básico de competencia lingüística en el idioma inglés como lengua extranjera. Los resultados muestran que ambos tipos de feeback promueven el uso preciso de la forma estudiada pero el FCE indirecto con indicación y localización del error es el que consigue mayores logros que se El feedback correctivo escrito indirecto en el aprendizaje de la forma comparativa de adjetivos en inglés Belén Muñoz Universidad de Concepción Chile bemunoz@gmail.com

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What Makes Learning Second‐Language Grammar Difficult? A Review of Issues

Cited by 408 publications

References 82 publications

Rule difficulty: teachers’ intuitions and learners’ performance

Rule difficulty: teachers’ intuitions and learners’ performance

Graduate Students’ Perceptions of Written Feedback at a Private University in Pakistan

El feedback correctivo escrito indirecto en el aprendizaje de la forma comparativa de adjetivos en inglés

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