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Task-based pragmatic interventions and intercultural communicative competency : a comparison of students in a short-term study abroad program with the home university
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Beliefs about grammar instruction among post-secondary second-language learners and teachers
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Abstract:
This dissertation aims to identify student and teacher beliefs about grammar instruction, grammar learning, and the importance of grammatical accuracy and corrective feedback in the context of three foreign language programs at an R1 university in the United States. This study both investigates student and teacher views on grammar instruction at various levels of lower-division language programs and compares student and teacher beliefs about their own grammatical competencies and the importance of grammatical accuracy in their second language (L2). Despite the overwhelming consensus among second language acquisition (SLA) researchers that deductive and inductive grammar instruction, also referred to as form-focused instruction (FFI), have positive effects on language acquisition, it is critical to investigate teacher and student perceptions of contemporary approaches to developing grammatical competencies in a second language. The systematic investigation of teacher and student beliefs about grammar instruction generates important implications for language instruction, curriculum, teacher training, and material development. One such implication is the practical applicability of the methods used to inquire into beliefs about grammar instruction in the L2 classroom. Using such classroom-based data collection methods can help limit conflicting views between L2 learners and their teachers. The results of this descriptive study not only help identify effective classroom practices for scholars and educators, but also inform the decision-making processes of language curriculum developers and textbook authors regarding, for instance, the use of inductive and deductive exercises to teach grammar in the L2 classroom. ; Germanic Studies
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Keyword:
Beliefs about language learning; Grammar instruction; Individual differences; Language learning
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URL: http://hdl.handle.net/2152/65847
https://doi.org/10.15781/T2WH2DZ31
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Language history as a history of diversity : a study of language history from below of Early New High German
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Culture specific aspects of semantic frames in multilingual frame descriptions
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Grammatical variation in standard German, 1900-1999 : a contrastive corpus-linguistic study of Germany and Switzerland
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The roots of 'multiethnolects' : effects of migration on the lexicon and speech of German-speaking school children
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A usage-based approach to verb classes in English and German
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Semantic role alignment in metaphor : a frame semantic approach to metaphoric meaning
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That which is brewed : an etymology of Germanic words for 'beer'
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Gender assignment in loan words in the history of Icelandic : a synchronic and diachronic analysis
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