Action Research on Grammar Teaching
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Many researchers in the field of SLA have investigated whether grammar should be taught explicitly or implicitly. A generally accepted theory on this issue is that explicit learning is appropriate for easy rules while implicit learning is successful for difficult rules. The present action research examined this issue in a classroom with 31 university-level EFL students. The data were collected from observation, interviews with eight students, and achievement scores (mid-term and final exams). The findings of the present study did not confirm the generally accepted theory: the participants wanted to learn unfamiliar structures explicitly, irrespective of rule complexity. This conflicting finding will make SLA researchers and EFL teachers realize the importance and necessity of action research.
Abstract
Many researchers in the field of SLA have investigated whether grammar should be taught explicitly or implicitly. A generally accepted theory on this issue is that explicit learning is appropriate for easy rules while implicit learning is successful for difficult rules. The present action research examined this issue in a classroom with 31 university-level EFL students. The data were collected from observation, interviews with eight students, and achievement scores (mid-term and final exams). The findings of the present study did not confirm the generally accepted theory: the participants wanted to learn unfamiliar structures explicitly, irrespective of rule complexity. This conflicting finding will make SLA researchers and EFL teachers realize the importance and necessity of action research.
참고문헌 (26)
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