Grammar Teaching and Learning in L2: Necessary, but Boring?

Autor/inn/en	Jean, Gladys; Simard, Daphnee
Titel	Grammar Teaching and Learning in L2: Necessary, but Boring?
Quelle	In: Foreign Language Annals, 44 (2011) 3, S.467-494 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/j.1944-9720.2011.01143.x
Schlagwörter	Feedback (Response); Grammar; Second Language Learning; Second Language Instruction; High School Students; Student Attitudes; Teacher Attitudes; Error Correction; Gender Differences; Age Differences; Student Motivation; Retention (Psychology) + Suchen Sie Ihr Suchwort? Grammatik; Zweitsprachenerwerb; Fremdsprachenunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Lehrerverhalten; Korrektur; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Schulische Motivation; Merkfähigkeit
Abstract	This descriptive inquiry-based study targeted second language (L2) high school students' (n = 2321) and teachers' (n = 45) beliefs and perceptions about grammar instruction, specifically about grammatical accuracy, corrective feedback, and diverse forms of grammar teaching and learning. Results showed only slight discrepancies between students' and teachers' beliefs and perceptions, and very few differences according to the target language and students' gender or age. The main findings suggest that grammar instruction is perceived by both students and teachers as necessary and effective, but not as something they enjoy doing. Implications are discussed in view of the necessity to improve the teaching of L2 grammar, as students' retention rate and motivation in L2 programs may be affected by the perceived as necessary but "oh so boring" learning of grammar! (Contains 16 tables and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10