Pub Date : 2023-09-01DOI: 10.1515/iral-2023-frontmatter3
{"title":"Frontmatter","authors":"","doi":"10.1515/iral-2023-frontmatter3","DOIUrl":"https://doi.org/10.1515/iral-2023-frontmatter3","url":null,"abstract":"","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135098955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The dearth of research examining the progression of cohesion in L2 writing through a time-series research design is evident. Therefore, the current study employs the Complex Dynamic Systems Theory to explore the evolution of cohesive devices in L2 writing. Thirty advanced-level L2 writers from a US university participated over a semester, providing 210 written samples at seven measurement points. Analysis of these samples, utilizing 40 cohesion indices from the Tool for the Automatic Analysis of Cohesion, revealed significant improvement in eight cohesion indices (three local, four global, and one text cohesion indices) with large effect sizes. However, time-series analyses indicated nonlinear trends and variability. Additionally, a positive association was found between two local cohesion indices (lexical and semantic overlap) at the initial and final measurement points. The findings demonstrate the multifaceted developmental trajectories and complexities evident in L2 learners’ approaches and carry important implications for L2 writing instruction and assessment.
{"title":"Dynamic development of cohesive devices in English as a second language writing","authors":"Mahmoud Abdi Tabari, Attila M. Wind","doi":"10.1515/iral-2022-0205","DOIUrl":"https://doi.org/10.1515/iral-2022-0205","url":null,"abstract":"Abstract The dearth of research examining the progression of cohesion in L2 writing through a time-series research design is evident. Therefore, the current study employs the Complex Dynamic Systems Theory to explore the evolution of cohesive devices in L2 writing. Thirty advanced-level L2 writers from a US university participated over a semester, providing 210 written samples at seven measurement points. Analysis of these samples, utilizing 40 cohesion indices from the Tool for the Automatic Analysis of Cohesion, revealed significant improvement in eight cohesion indices (three local, four global, and one text cohesion indices) with large effect sizes. However, time-series analyses indicated nonlinear trends and variability. Additionally, a positive association was found between two local cohesion indices (lexical and semantic overlap) at the initial and final measurement points. The findings demonstrate the multifaceted developmental trajectories and complexities evident in L2 learners’ approaches and carry important implications for L2 writing instruction and assessment.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43987095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This corpus-based research investigates features representing different stages of development in Pakistani academic writing (AW) to determine the stage of Pakistani AW in physical and social sciences. Corpus for this research comprises texts from 80 doctoral dissertations and is analyzed through AntConc after tagging with Multidimensional Analysis Tagger (MAT) and TagAnt. Results show Pakistani AW in both disciplines frequently comprising nouns as pre-modifiers that represent Stage-3. These are lower level features used by the writers developing towards higher levels. Therefore, Pakistani advanced level AW in physical and social sciences is positioned at Stage-3. This suggests that Pakistani writers in these disciplines are operating below the expected developmental level specifically Stage-5. These results are found to oppose the general hypothesis i.e. L2 (English as a second language) academic writers frequently use phrasal features at the advanced level. Consequently, Pakistani AW is concluded to be below the required level of language development.
{"title":"Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations","authors":"Muhammad Ahmad, M. A. Mahmood, A. R. Siddique","doi":"10.1515/iral-2023-0028","DOIUrl":"https://doi.org/10.1515/iral-2023-0028","url":null,"abstract":"Abstract This corpus-based research investigates features representing different stages of development in Pakistani academic writing (AW) to determine the stage of Pakistani AW in physical and social sciences. Corpus for this research comprises texts from 80 doctoral dissertations and is analyzed through AntConc after tagging with Multidimensional Analysis Tagger (MAT) and TagAnt. Results show Pakistani AW in both disciplines frequently comprising nouns as pre-modifiers that represent Stage-3. These are lower level features used by the writers developing towards higher levels. Therefore, Pakistani advanced level AW in physical and social sciences is positioned at Stage-3. This suggests that Pakistani writers in these disciplines are operating below the expected developmental level specifically Stage-5. These results are found to oppose the general hypothesis i.e. L2 (English as a second language) academic writers frequently use phrasal features at the advanced level. Consequently, Pakistani AW is concluded to be below the required level of language development.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47263895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Cumulative tests (CTs) require learners to recall previously learned words. The scope of the tested words gradually increases with increased study sessions. A potential limitation of CTs is that less learning may occur for words introduced later than earlier. This study proposes random selection tests (RSTs), which may compensate for this problem. We randomly selected the tested words from all target words, such that learners can review all words in a balanced manner. To investigate whether RSTs compensate for CT limitations, the study randomly assigned 69 Japanese learners of English to the RST or CT group. They were given 45 Japanese and English word pairs and weekly small tests across three weeks. The CT group recalled 15 words per small test, in which the scope of the tested words increased (15 → 30 → 45 words). Alternatively, the RST group recalled 15 words, which were randomly selected from 45 words, per small test. The posttest revealed that the RST group compensated for the limitation and retained the second and last 15 words better than did the CT group. The findings suggest that RSTs enable L2 learners to study all words in a balanced manner.
{"title":"Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests","authors":"Kohei Kanayama, Akira Iwata, Kiwamu Kasahara","doi":"10.1515/iral-2023-0141","DOIUrl":"https://doi.org/10.1515/iral-2023-0141","url":null,"abstract":"Abstract Cumulative tests (CTs) require learners to recall previously learned words. The scope of the tested words gradually increases with increased study sessions. A potential limitation of CTs is that less learning may occur for words introduced later than earlier. This study proposes random selection tests (RSTs), which may compensate for this problem. We randomly selected the tested words from all target words, such that learners can review all words in a balanced manner. To investigate whether RSTs compensate for CT limitations, the study randomly assigned 69 Japanese learners of English to the RST or CT group. They were given 45 Japanese and English word pairs and weekly small tests across three weeks. The CT group recalled 15 words per small test, in which the scope of the tested words increased (15 → 30 → 45 words). Alternatively, the RST group recalled 15 words, which were randomly selected from 45 words, per small test. The posttest revealed that the RST group compensated for the limitation and retained the second and last 15 words better than did the CT group. The findings suggest that RSTs enable L2 learners to study all words in a balanced manner.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41599932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Despite the importance of task-supported language teaching (TSLT) in developing L2 speaking and listening skills, existing literature fails to trace the changes in L2 learners’ affective responses longitudinally during this type of instruction. After collecting three waves of questionnaire data, the present study explores how 60 L2 learners’ English listening- and speaking-related motivation and self-efficacy changed during a nine-week course of instruction at a university in China. Latent growth modeling was used to analyze questionnaire data. The results show a significant increase in students’ intrinsic motivation and self-efficacy in L2 listening during task implementation in contrast to a decrease in their extrinsic L2 listening motivation in TSLT classrooms. Learners with higher English proficiency tended to have better listening self-efficacy, and changes in L2 speaking motivation and self-efficacy were not salient. Implications for teaching and learning L2 listening and speaking are also discussed.
尽管任务支持型语言教学(task-supported language teaching，简称TSLT)在培养二语听说能力方面具有重要意义，但现有文献未能从纵向上追踪这种类型的教学对二语学习者情感反应的影响。在收集了三波问卷数据后，本研究探讨了60名二语学习者在中国一所大学为期九周的英语听说相关动机和自我效能感的变化。采用潜在增长模型对问卷数据进行分析。结果表明，在任务执行过程中，学生的内在动机和自我效能感显著增加，而在对外汉语教学课堂中，学生的外在动机则显著降低。英语水平越高的学习者听力自我效能感越好，第二语言口语动机和自我效能感的变化不显著。对二语听说教学的启示也进行了讨论。
{"title":"Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective","authors":"Jian Xu, Xuyan Qiu, Lei Yang","doi":"10.1515/iral-2023-0038","DOIUrl":"https://doi.org/10.1515/iral-2023-0038","url":null,"abstract":"Abstract Despite the importance of task-supported language teaching (TSLT) in developing L2 speaking and listening skills, existing literature fails to trace the changes in L2 learners’ affective responses longitudinally during this type of instruction. After collecting three waves of questionnaire data, the present study explores how 60 L2 learners’ English listening- and speaking-related motivation and self-efficacy changed during a nine-week course of instruction at a university in China. Latent growth modeling was used to analyze questionnaire data. The results show a significant increase in students’ intrinsic motivation and self-efficacy in L2 listening during task implementation in contrast to a decrease in their extrinsic L2 listening motivation in TSLT classrooms. Learners with higher English proficiency tended to have better listening self-efficacy, and changes in L2 speaking motivation and self-efficacy were not salient. Implications for teaching and learning L2 listening and speaking are also discussed.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48041300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract As a cover term for the negotiation of propositional information and reader engagement, metadiscourse has gained considerable attention from scholars of academic discourse. Recent studies have extended to previously unexplored structures that realize metadiscourse, such as ‘metadiscursive nouns’ (Jiang and Hyland 2018. Nouns and academic interactions: A neglected feature of metadiscourse. Applied Linguistics 39. 508–531). Among various linguistic resources, verbs are often regarded as a linguistic element undertaking multiple discourse acts and functions in different contexts, with some acts and functions being metadiscursive. Based on previous studies on reporting verbs and functional sentence stems, this study proposes the concept of metadiscursive verb patterns (MVPs) and examines this linguistic resource in a self-built MedDEAP corpus of five million words, a clinical medicine English research article corpus consisting of 18 sub-disciplines. We conducted an intradisciplinary investigation into MVPs to analyze their structural and functional variations across the sub-disciplines of medical academic English. The findings revealed that most MVPs exhibit a preference for some sub-disciplines, and a few sub-disciplines reflect certain characteristic genre features in the use of certain MVPs. It is shown that medical academic discourse is characterized by methodological and conceptual cross-fertilization. Hence, variation in MVPs is a natural linguistic representation of interdisciplinary synergy. Based on our findings, we conclude by addressing the pedagogical implications for proper use of MVPs in academic writing.
{"title":"Sub-disciplinary variation of metadiscursive verb patterns in English research articles: a functional analysis of medical discourse","authors":"Song Chen, Jiajin Xu, Xin Feng","doi":"10.1515/iral-2022-0232","DOIUrl":"https://doi.org/10.1515/iral-2022-0232","url":null,"abstract":"Abstract As a cover term for the negotiation of propositional information and reader engagement, metadiscourse has gained considerable attention from scholars of academic discourse. Recent studies have extended to previously unexplored structures that realize metadiscourse, such as ‘metadiscursive nouns’ (Jiang and Hyland 2018. Nouns and academic interactions: A neglected feature of metadiscourse. Applied Linguistics 39. 508–531). Among various linguistic resources, verbs are often regarded as a linguistic element undertaking multiple discourse acts and functions in different contexts, with some acts and functions being metadiscursive. Based on previous studies on reporting verbs and functional sentence stems, this study proposes the concept of metadiscursive verb patterns (MVPs) and examines this linguistic resource in a self-built MedDEAP corpus of five million words, a clinical medicine English research article corpus consisting of 18 sub-disciplines. We conducted an intradisciplinary investigation into MVPs to analyze their structural and functional variations across the sub-disciplines of medical academic English. The findings revealed that most MVPs exhibit a preference for some sub-disciplines, and a few sub-disciplines reflect certain characteristic genre features in the use of certain MVPs. It is shown that medical academic discourse is characterized by methodological and conceptual cross-fertilization. Hence, variation in MVPs is a natural linguistic representation of interdisciplinary synergy. Based on our findings, we conclude by addressing the pedagogical implications for proper use of MVPs in academic writing.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46252237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In recent years, corrective feedback has attracted L2 pragmatics researchers’ attention. This study examined the effects of direct and metapragmatic corrective feedback on the learning of request downgraders for Chinese learners of English. Eighty college students were divided into four groups: (1) high proficiency + direct feedback, (2) high proficiency + metapragmatic feedback, (3) low proficiency + direct feedback, and (4) low proficiency + metapragmatic feedback. Using a pre-test–instruction–post-test–delayed post-test design, the results revealed that all the groups made significant progress with a prolonged effect after four weeks, and that metapragmatic feedback yielded a greater effect than direct feedback for the low proficiency learners. Moreover, the learners in general held positive perceptions towards the feedback they received. This study closes by providing pedagogical implications for language teachers and suggesting future directions for researchers.
{"title":"The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders","authors":"Yuan-Shan Chen, Hui-Tzu Hsu, Hsuan-Yu Tai","doi":"10.1515/iral-2023-0036","DOIUrl":"https://doi.org/10.1515/iral-2023-0036","url":null,"abstract":"Abstract In recent years, corrective feedback has attracted L2 pragmatics researchers’ attention. This study examined the effects of direct and metapragmatic corrective feedback on the learning of request downgraders for Chinese learners of English. Eighty college students were divided into four groups: (1) high proficiency + direct feedback, (2) high proficiency + metapragmatic feedback, (3) low proficiency + direct feedback, and (4) low proficiency + metapragmatic feedback. Using a pre-test–instruction–post-test–delayed post-test design, the results revealed that all the groups made significant progress with a prolonged effect after four weeks, and that metapragmatic feedback yielded a greater effect than direct feedback for the low proficiency learners. Moreover, the learners in general held positive perceptions towards the feedback they received. This study closes by providing pedagogical implications for language teachers and suggesting future directions for researchers.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49272559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yanfang Su, Kanglong Liu, Feng Liu, J. Lee, Tan Jin
Abstract Lexical complexity has been a key consideration of teaching preparation in determining grade appropriateness of teaching materials. However, the lack of quantified and defined standards for benchmarking lexical complexity has made it difficult for teachers when adapting source texts to target learners. This study has assessed quantitative differences in lexical complexity of exemplar texts at different points of schooling using a range of lexical diversity and sophistication features. The data consists of 2,372 texts from popular curriculum packages adopted from 1 to 12 grades of the English curriculum in China. One-way ANOVAs revealed significant differences in 16 out of 17 lexical complexity indices among different grades. Subsequent post hoc tests identified three lexical diversity features and four sophistication features that helped to differentiate exemplar texts across these 12 grades. These findings on the nature and role of lexical complexity have yielded new insights into the establishment of grade-level benchmarks for material preparation.
{"title":"Lexical complexity in exemplar EFL texts: towards text adaptation for 12 grades of basic English curriculum in China","authors":"Yanfang Su, Kanglong Liu, Feng Liu, J. Lee, Tan Jin","doi":"10.1515/iral-2022-0236","DOIUrl":"https://doi.org/10.1515/iral-2022-0236","url":null,"abstract":"Abstract Lexical complexity has been a key consideration of teaching preparation in determining grade appropriateness of teaching materials. However, the lack of quantified and defined standards for benchmarking lexical complexity has made it difficult for teachers when adapting source texts to target learners. This study has assessed quantitative differences in lexical complexity of exemplar texts at different points of schooling using a range of lexical diversity and sophistication features. The data consists of 2,372 texts from popular curriculum packages adopted from 1 to 12 grades of the English curriculum in China. One-way ANOVAs revealed significant differences in 16 out of 17 lexical complexity indices among different grades. Subsequent post hoc tests identified three lexical diversity features and four sophistication features that helped to differentiate exemplar texts across these 12 grades. These findings on the nature and role of lexical complexity have yielded new insights into the establishment of grade-level benchmarks for material preparation.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47887619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Peer interaction is examined as an important indicator of performance in task-based language learning. However, little research has explored learners’ interactional competence under the influences of task factors. This study investigates the effects of task complexity and task modality on learners’ interactional competence in terms of topic management and turn management. Four tasks were designed – written-simple, written-complex, oral-simple, and oral-complex – and 40 Chinese EFL learners completed them in counterbalanced sequences. The results showed the significant influences of task complexity and task modality on learners’ topic and turn management. Task modality and complexity interactively influenced learners when they were expanding on topics in the role of the current speaker. Considering the cognitive demands of increasing complexity and differences between the two modalities, this paper discusses the implications of the findings for developing L2 interactional competence in speech- and text-based interactions.
{"title":"The influence of task complexity and task modality on learners’ topic and turn management","authors":"Wei Ren, Yuchen Peng, Yiman Wu","doi":"10.1515/iral-2023-0040","DOIUrl":"https://doi.org/10.1515/iral-2023-0040","url":null,"abstract":"Abstract Peer interaction is examined as an important indicator of performance in task-based language learning. However, little research has explored learners’ interactional competence under the influences of task factors. This study investigates the effects of task complexity and task modality on learners’ interactional competence in terms of topic management and turn management. Four tasks were designed – written-simple, written-complex, oral-simple, and oral-complex – and 40 Chinese EFL learners completed them in counterbalanced sequences. The results showed the significant influences of task complexity and task modality on learners’ topic and turn management. Task modality and complexity interactively influenced learners when they were expanding on topics in the role of the current speaker. Considering the cognitive demands of increasing complexity and differences between the two modalities, this paper discusses the implications of the findings for developing L2 interactional competence in speech- and text-based interactions.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44250247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Frøis O. Frøisland, Stian G. Fossumstuen, Raees Calafato
Abstract The long-standing emphasis on communicative language teaching has resulted in a de-emphasis of explicit grammar instruction (EGI) in favour of an implicit, intuitive approach to learning grammar that can lead to fossilized errors, which learners are then unable to correct. In terms of research, relatively little is known about how students and teachers approach EGI, especially at transition points between primary and secondary school. This article reports on an online questionnaire-based study that explored the beliefs of 405 learners and 17 teachers (including the latter’s reported practices) regarding EGI in the English classroom in primary and lower-secondary grades in Norway. The findings revealed that primary school students, as well as female participants, had more positive beliefs about EGI than those in lower-secondary schools (and male participants). Furthermore, teachers’ and students’ affective beliefs about EGI differed meaningfully sometimes, as did teachers’ implementation of EGI-related activities that the students most enjoyed.
{"title":"Explicit grammar instruction in the EFL classroom: studying the impact of age and gender","authors":"Frøis O. Frøisland, Stian G. Fossumstuen, Raees Calafato","doi":"10.1515/iral-2023-0057","DOIUrl":"https://doi.org/10.1515/iral-2023-0057","url":null,"abstract":"Abstract The long-standing emphasis on communicative language teaching has resulted in a de-emphasis of explicit grammar instruction (EGI) in favour of an implicit, intuitive approach to learning grammar that can lead to fossilized errors, which learners are then unable to correct. In terms of research, relatively little is known about how students and teachers approach EGI, especially at transition points between primary and secondary school. This article reports on an online questionnaire-based study that explored the beliefs of 405 learners and 17 teachers (including the latter’s reported practices) regarding EGI in the English classroom in primary and lower-secondary grades in Norway. The findings revealed that primary school students, as well as female participants, had more positive beliefs about EGI than those in lower-secondary schools (and male participants). Furthermore, teachers’ and students’ affective beliefs about EGI differed meaningfully sometimes, as did teachers’ implementation of EGI-related activities that the students most enjoyed.","PeriodicalId":46778,"journal":{"name":"Iral-International Review of Applied Linguistics in Language Teaching","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45171912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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