Exploring Incidental Grammar Development in Meaning-Centered and Form-Centered Instructions
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This study compared meaning-centered and form-centered instructions to explore which one could lead to greater incidental grammar development. We assumed that it is not limited to authentic L2-communication environments but may occur in classrooms. Two hundred fifty-six students in a college English course (113 from four basic-level classes and 143 from four intermediate-level classes) were divided into two meaning-centered and two form-centered classes for each level. The occurrence of incidental development was determined by measuring the difference between the pre- and post-test scores administered before and after four weeks of meaning- and form-centered activities. The tests examined the ability to use the present perfect and simple past appropriately in context. While the mean scores increased overall, only the meaning-centered basic-level group and form-centered intermediate-level group made statistically significant increments. An interaction effect existed between the instructional methods and learners’ levels. Within the meaning-centered classes, the basic-level learners’ development was greater than the intermediate group’s, particularly in the paragraph context. In the form-centered classes, the intermediate-level learners’ incidental development was statistically significant in the sentence and paragraph contexts. As this study covered only a small part of grammar, future studies are needed on incidental development for a wider scope.
Abstract
This study compared meaning-centered and form-centered instructions to explore which one could lead to greater incidental grammar development. We assumed that it is not limited to authentic L2-communication environments but may occur in classrooms. Two hundred fifty-six students in a college English course (113 from four basic-level classes and 143 from four intermediate-level classes) were divided into two meaning-centered and two form-centered classes for each level. The occurrence of incidental development was determined by measuring the difference between the pre- and post-test scores administered before and after four weeks of meaning- and form-centered activities. The tests examined the ability to use the present perfect and simple past appropriately in context. While the mean scores increased overall, only the meaning-centered basic-level group and form-centered intermediate-level group made statistically significant increments. An interaction effect existed between the instructional methods and learners’ levels. Within the meaning-centered classes, the basic-level learners’ development was greater than the intermediate group’s, particularly in the paragraph context. In the form-centered classes, the intermediate-level learners’ incidental development was statistically significant in the sentence and paragraph contexts. As this study covered only a small part of grammar, future studies are needed on incidental development for a wider scope.
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