Learning the Present Perfect in English Through the Drama The Newsroom: A Cognitive + Communicative Approach
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Despite the prevalence of the communicative approach in L2 education, pedagogical grammar often remains taught in the conventional way where it seems to be treated as a fifth skill, separated from the four language skills. Taking the cognitive + communicative (C+C) approach toward grammar, the goal of this study is two-fold: (a) to introduce a class project to learn the present perfect incorporating the TV series, The Newsroom, as one of the best fits of the C+C approach; (b) to discuss the efficacy of the project by means of a quantitative examination. The cognitive learning stage model (CLSM) claims a stage-wise learning of grammatical concepts, i.e. conceptualization, proceduralization, and performance stages followed by an awareness stage; the class design and its evaluation were developed and analyzed as per the stages of CLSM. A video-aided grammar project for the present perfect improved learners’ conceptualization significantly, and facilitated their proceduralization of the present perfect. Evidence of its positive influence on the learners’ performance was not identified. The originality and limitation of the study are discussed, along with the advantages of CLSM brought by incorporating drama into communicative grammar learning.
Abstract
Despite the prevalence of the communicative approach in L2 education, pedagogical grammar often remains taught in the conventional way where it seems to be treated as a fifth skill, separated from the four language skills. Taking the cognitive + communicative (C+C) approach toward grammar, the goal of this study is two-fold: (a) to introduce a class project to learn the present perfect incorporating the TV series, The Newsroom, as one of the best fits of the C+C approach; (b) to discuss the efficacy of the project by means of a quantitative examination. The cognitive learning stage model (CLSM) claims a stage-wise learning of grammatical concepts, i.e. conceptualization, proceduralization, and performance stages followed by an awareness stage; the class design and its evaluation were developed and analyzed as per the stages of CLSM. A video-aided grammar project for the present perfect improved learners’ conceptualization significantly, and facilitated their proceduralization of the present perfect. Evidence of its positive influence on the learners’ performance was not identified. The originality and limitation of the study are discussed, along with the advantages of CLSM brought by incorporating drama into communicative grammar learning.
참고문헌 (31)
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