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Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel
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L'apprentissage de vocabulaire à travers la littérature jeunesse en classe d'accueil préscolaire : une comparaison de deux approches de lecture interactive
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Conceptualizations and Impacts of Multiculturalism in the Ethiopian Education System
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Telling Our Truths: Exploring Issues of Immigration, Identity, and Literacy with Adult Language Learners
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(Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere
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What is my Pedagogy? Shifting Understandings and Practices of Teachers in Government Schools in Kashmir, India
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Considerations of Identity in Teachers' Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada
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| 9 |
Writing Affect: Aesthetic Space, Contemplative Practice and the Self
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| 10 |
Silent Voices: An Exploratory Study of Caribbean Immigrant Parents' and Children's Interaction with Teachers in Toronto
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La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme
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| 12 |
Developing Self-regulated Learning Skills To Overcome Lexical Problems in Writing: Case Studies of Korean ESL Learners
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Pedagogical Orientations towards the Integration of Language and Content: English Language Learners’ Opportunities to Learn in Mathematics Classrooms
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| 14 |
Individual Differences and the Learning of Two Grammatical Features with Turkish Learners of English
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Abstract:
This study investigated relationships between individual learner differences and the learning of two English structures that differed in their grammatical difficulty. Using a quasi-experimental design, 66 secondary-level learners of English as a foreign language from three intact classes were provided with four hours of instruction on two L2 structures –one considered relatively easy to learn (i.e., past progressive) and the other relatively difficult to learn (i.e. passive construction). The participants were pretested on their knowledge of both structures and posttested immediately after the instruction. Learners’ progress was measured via written grammaticality judgment tests (GJT) and oral production tasks (OPT). The instruments to measure individual learner differences included a computerized language aptitude test, an L1 metalinguistic awareness test, a motivation questionnaire, a backward digit span test, and a learner retrospection questionnaire. The results revealed that aptitude and motivation were the two variables that significantly contributed to learners’ gains with respect to the ‘passive’ and that L1 metalinguistic awareness explained significant variation in learners’ gains regarding the ‘past progressive’. These relationships were observed with learners’ performance on the written but not oral measures. A detailed analysis of the aptitude test components revealed that the grammatical inferencing subtask was significantly related to L2 gains on the ‘passive’ – again only with respect to learners’ performance on the written GJT. The results also revealed that learners with different aptitude profiles (i.e., low, medium, high) benefited differently from instruction on the two target features. High aptitude learners performed better than low aptitude learners on the ‘passive’ as measured by the GJT posttest. With respect to the ‘past progressive’ only learners in the medium aptitude profile group improved significantly on the written GJT. These findings confirm that language aptitude holds a role in language learning but that there are other factors (i.e., motivation and L1 metalinguistic awareness) that also contribute to L2 progress. These results also provide evidence from a classroom-based study that the grammatical difficulty of what is to be learned is a factor in determining what cognitive abilities L2 learners rely on in their efforts to learn a new language.
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Keyword:
0727; English as a foreign language; individual learner differences; instructed second language acquisition; Language teaching
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URL: http://hdl.handle.net/1807/35085
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| 15 |
Minding the Gap: Understanding the Experiences of Racialized/Minoritized Bodies in Special Education
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Transforming Learning in Science Classrooms: A Blended Knowledge Community Approach
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Teaching with the Flesh: Examining Discourses of the Body and their Implication in Teachers' Professional and Personal Lives
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Why AIM? - Educator Perspectives and Implementation of an Instructional Method for Teaching Core French as a Second Language in Ontario
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| 19 |
La formation linguistique des professionnels en administration à l'université : ce que nous apprennent les évaluations de programme
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| 20 |
Cognitive Patch Theory: A Comparison of the Morphosyntactic Competences of Advanced ESL Learners and Native Speakers of English
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