Grammar Instruction: The Effect of Using Illustration on Teaching English Comparatives

سال انتشار: 1392
محل انتشار: اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی
کد COI اختصاصی: TELT01_388
زبان مقاله: انگلیسی
تعداد مشاهده: 1070

نویسندگان

۱. Farhangian University, Iran (Zeynab Kobra, Arak Branch

Payame Noor University,

چکیده

Grammar instruction has been the issue of argument among SLA researchers, applied linguists, syllabus designers and practitioners especially over the last two decades. The debate regarding the effectiveness of L2 instruction occurs at two essential levels. At first level, some theorists absolutely reject any potential role for instructional intervention in second language acquisition. At second level of debate, a case is made for the effectiveness of instruction (Doughty & Long, 2003). The advent of communicative language teaching (CLT) in the 1970s and 1980s saw the decline of formal grammar pedagogy and its advocates pointed out that grammar could be learnt during practical development of communication skills through participation in meaningful interaction (Brumfit, 1979; Canale & Swain, 1980; Savignon, 1991). However, According to White (1998), findings of many studies do not confirm the capability of pure version of communicative approach in developing accurate SLA, making it necessary to deploy different kinds of explicit formal instruction (focus on form). Related studies indicated that when classroom second language learning is completely meaning focused, development of linguistic features to target-like levels is very difficult (Harley, 1994; Harley & Swain, 1984). Therefore, explicit instruction as a kind of attention to form became crucial in a way to combine form and meaning. In addition, many recent studies have supported the effect of some degrees of attention to form in CLT classroom since it has positive effect on interlanguage development (Burg & Burns, 2008; Doughty &Varela, 1998; Muranoi, 2000; Özkan & Kesen, 2009; Scheffler & Cinciała, 2010; Tode, 2007; Williams, 2001). To examine both level of the arguments, current research used traditional grammar instruction and meaning-based approach through using pictorial cues. For this purpose, three intact classes with the total participants of 48 were selected. These classes were randomly divided into two experimental groups and one control group. The instructional package for first treatment group (meaning-based instruction) consisted of using a series of pictures accompanied with some sentences including English comparative adjectives. On the other hand, the second treatment group (traditional instruction) received explicit information in the participants first language (Persian) and control group received no passage or instruction related to the target structure. Results of one-way ANOVA showed significant difference between groups. Meaning-based instruction group outperformed the other treatment group, while control group made no gain

کلیدواژه ها

Illustration, Grammar instruction, Traditional instruction, Meaning-based instruction

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