Evaluating the Application of SLA Research to Explicit Grammar Lessons within EFL Textbooks
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The purpose of this study was to examine inconsistencies between SLA research and EFL textbook design. The study was conducted on three textbooks commonly used for English language classes in South Korea. These textbooks were analyzed, both qualitatively and quantitatively, to ascertain the degree to which grammar topics follow two known models of morphosyntactic acquisition, the Processability Model and the Natural Order Hypothesis. The analysis was conducted in two steps. First, the textbook grammar topic sequences were correlated with these models of language acquisition using the Spearman Rho formula for ordinal data. Second, the overall frequency of grammar topics was compared. Results for both procedures suggest that there is no correlation between textbook grammar sequences and known models of grammar acquisition. These results reflect the textbook designer’s adherence to antiquated designs is based on prescriptive grammar, rather than modern designs that regard grammar as a cognitive concept. This paper cites the need for the adoption of a new tripartite paradigm of grammar acquisition and instruction based upon the development of syntax, semantics, and short-term memory.
Abstract
The purpose of this study was to examine inconsistencies between SLA research and EFL textbook design. The study was conducted on three textbooks commonly used for English language classes in South Korea. These textbooks were analyzed, both qualitatively and quantitatively, to ascertain the degree to which grammar topics follow two known models of morphosyntactic acquisition, the Processability Model and the Natural Order Hypothesis. The analysis was conducted in two steps. First, the textbook grammar topic sequences were correlated with these models of language acquisition using the Spearman Rho formula for ordinal data. Second, the overall frequency of grammar topics was compared. Results for both procedures suggest that there is no correlation between textbook grammar sequences and known models of grammar acquisition. These results reflect the textbook designer’s adherence to antiquated designs is based on prescriptive grammar, rather than modern designs that regard grammar as a cognitive concept. This paper cites the need for the adoption of a new tripartite paradigm of grammar acquisition and instruction based upon the development of syntax, semantics, and short-term memory.
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