Upload
others
View
7
Download
0
Embed Size (px)
Citation preview
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.
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
2014
2015
2016
2017
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
2015
2016
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
End second year explicit group
N=216
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
2014
2015 First year explicit group
2016
2017
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
Het Onderzoek
Participants Age:12-13
N=2002015
2016
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
First year implicit group
End second year explicit group
N=216
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
2014
2015 First year explicit group
2016
2017
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
End Second year implicit group
Het Onderzoek
Participants Age:12-13
N=2002015
2016
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
First year implicit group
End second year explicit group
N=216
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
2014
2015 First year explicit group
2016
2017
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
End Second year implicit group
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
Participants Age:12-13
N=2002015
2016
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
First year implicit group
End second year explicit group
N=216
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
2014
2015 First year explicit group
2016
2017
Sep. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May Jun.
End Second year implicit group
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
Participants Age:12-13
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
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
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.
Complexity: Length, Coordination,
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
Holistic Rating: Vocabulary, Grammar,
Fluency, Functional Adequacy.
Complexity: Length, Coordination,
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?
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