Supporting Less Proficient Writers through Linguistically Aware Teaching

Autor/inn/en	Myhill, Debra; Jones, Susan; Lines, Helen
Titel	Supporting Less Proficient Writers through Linguistically Aware Teaching
Quelle	In: Language and Education, 32 (2018) 4, S.333-349 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Myhill, Debra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1438468
Schlagwörter	Teaching Methods; Writing Instruction; Quasiexperimental Design; Grammar; Sentence Structure; Intervention; Writing Improvement; Statistical Analysis; Punctuation; Metalinguistics; Role; Correlation; Instructional Materials; Pretests Posttests; Mythology; Cartoons; Scores; Control Groups; Experimental Groups; Comparative Analysis; Text Structure; Effect Size; Writing Tests; National Competency Tests; Secondary School Students; Mixed Methods Research + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Grammatik; Satzbau; Satzstruktur; Statistische Analyse; Interpunktion; Metalanguage; Metasprache; Rollen; Korrelation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mythologie; Zeichentrickfilm; Textstruktur; Writing test; Schreibtest; Sekundarschüler
Abstract	Whilst historically there has been a widespread consensus that teaching grammar has no impact on students' attainment in writing, more recent research suggests that where a functionally oriented approach to grammar is meaningfully embedded within the teaching of writing, significant improvements in writing can be secured. A recent study, using a functionally oriented approach, which found a statistically significant positive effect of such an approach, also found that the approach appeared to benefit higher attaining writers more than lower attaining writers. The study reported here set out to investigate specifically whether functionally oriented approach to teaching grammar in the context of writing might support less proficient writers. A quasi-experimental design was adopted, repeating the principles of the parent study but with the intervention adapted to meet the identified writing needs of less proficient writers. The statistical analysis indicated a positive effect for the intervention group (p < 0.05), and an effect size of 0.33 on students' Sentence Structure and Punctuation. The study demonstrates that explicit attention to grammar within the teaching of writing can support learners in developing their writing, but taken with the parent study, it also highlights that pedagogical choices need to be well matched to writers' needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01