Learners' Perceived Development of Spoken Grammar Awareness after Corpus-Informed Instruction: An Exploration of Learner Diaries

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Tesol Quarterly Pub Date : 2024-01-17 DOI:10.1002/tesq.3305
Christian Jones, David Oakey
{"title":"Learners' Perceived Development of Spoken Grammar Awareness after Corpus-Informed Instruction: An Exploration of Learner Diaries","authors":"Christian Jones, David Oakey","doi":"10.1002/tesq.3305","DOIUrl":null,"url":null,"abstract":"Developing spoken grammar awareness is a crucial first step in fostering noticing habits (Schmidt, 1990) in second language learners. Classroom instruction using corpus-informed materials is an ideal way to assist this development, given that these materials are based on research which informs us about the most frequent forms and uses of spoken grammar and thus materials can help us to make frequent forms more salient to learners. However, as Badger (2018) notes, few studies seek to investigate what students actually notice outside of the classroom, following instruction. In this qualitative study, we aimed to address this gap by giving four intermediate learners instruction sessions using corpus-informed materials to teach three aspects of spoken grammar which corpora show are very frequent (vague language, ellipsis, and discourse markers). Following instruction, learner diaries were submitted over a three-week period to track (a) whether learners noticed the spoken grammar forms focused upon during the instruction in their day-to-day conversations in the UK, (b) whether they used any of the forms, and (c) the extent to which they perceived that this awareness helped them to have more successful conversations. The diaries were supported by a qualitative questionnaire administered 2 weeks after the final diary was submitted. Results show that learners reported noticing the forms in a variety of conversations, although this awareness was not always accurate. They also reported making some use of the forms themselves and the general perception was that the language taught was useful to them.","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tesol Quarterly","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1002/tesq.3305","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Developing spoken grammar awareness is a crucial first step in fostering noticing habits (Schmidt, 1990) in second language learners. Classroom instruction using corpus-informed materials is an ideal way to assist this development, given that these materials are based on research which informs us about the most frequent forms and uses of spoken grammar and thus materials can help us to make frequent forms more salient to learners. However, as Badger (2018) notes, few studies seek to investigate what students actually notice outside of the classroom, following instruction. In this qualitative study, we aimed to address this gap by giving four intermediate learners instruction sessions using corpus-informed materials to teach three aspects of spoken grammar which corpora show are very frequent (vague language, ellipsis, and discourse markers). Following instruction, learner diaries were submitted over a three-week period to track (a) whether learners noticed the spoken grammar forms focused upon during the instruction in their day-to-day conversations in the UK, (b) whether they used any of the forms, and (c) the extent to which they perceived that this awareness helped them to have more successful conversations. The diaries were supported by a qualitative questionnaire administered 2 weeks after the final diary was submitted. Results show that learners reported noticing the forms in a variety of conversations, although this awareness was not always accurate. They also reported making some use of the forms themselves and the general perception was that the language taught was useful to them.
学习者对语料库启发式教学后口语语法意识发展的感知:学习者日记探索
培养口语语法意识是培养第二语言学习者注意习惯的关键第一步(Schmidt,1990)。使用以语料库为基础的教材进行课堂教学是帮助学生培养语法意识的理想途径,因为这些教材以研究为基础,让我们了解口语语法中最常见的形式和用法,因此这些教材可以帮助我们让学习者更加关注常见的形式。然而,正如 Badger(2018)所指出的那样,很少有研究试图调查学生在课堂之外、教学之后实际注意到了什么。在这项定性研究中,我们使用语料库信息材料为四名中级学习者提供教学课程,教授语料库显示非常频繁的口语语法的三个方面(模糊语言、省略和话语标记),旨在弥补这一不足。教学结束后,学习者提交了为期三周的学习日记,以追踪:(a) 学习者在英国的日常会话中是否注意到了教学中关注的口语语法形式;(b) 他们是否使用了其中的任何形式;以及 (c) 他们认为这种意识在多大程度上帮助他们更成功地进行会话。在提交最后一篇日记两周后,还进行了定性问卷调查。结果表明,学习者在各种会话中都注意到了表格,尽管这种意识并不总是很准确。他们还报告说,他们自己也使用了一些形式,而且普遍认为所教授的语言对他们有用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信