Implications of Grammar Teaching in English as a Foreign Language
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The purpose of this paper is to review the trend of grammar instruction in English as a foreign language and to identify specific English grammatical points that are particularly difficult for English learners. Differentiated pedagogy needs to be implemented to address linguistic systems of the learner’s native language, age, learning objectives, and task intensity. Although implicit teaching in English as a second language has been a mainstay in the school curriculum in English-speaking countries, ample evidence demonstrates that it has not been as effective as explicit instruction. It is suggested that a highly organized model of task-oriented explicit instruction with tiered assignments and adequate feedback be implemented in planning and teaching in order for learners to master English.
Abstract
The purpose of this paper is to review the trend of grammar instruction in English as a foreign language and to identify specific English grammatical points that are particularly difficult for English learners. Differentiated pedagogy needs to be implemented to address linguistic systems of the learner’s native language, age, learning objectives, and task intensity. Although implicit teaching in English as a second language has been a mainstay in the school curriculum in English-speaking countries, ample evidence demonstrates that it has not been as effective as explicit instruction. It is suggested that a highly organized model of task-oriented explicit instruction with tiered assignments and adequate feedback be implemented in planning and teaching in order for learners to master English.
참고문헌 (16)
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