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The current study investigates the relationship between stated beliefs and reported practices among English as an Additional Language teachers regarding the integration of explicit grammar instruction into learner-centered CLT classrooms. The degree to which teachers themselves conceptualize explicit grammar instruction as an integral part of the CLT approach is less clear. The implication, as the size effect results showed, was that there was a strong correlation between CLA and writing skill development.Ĭonsiderable evidence indicates that, in language learning classrooms that adopt a communicative language teaching (CLT) approach, explicit grammar instruction helps learners master specific syntactic features of the target language. The results demonstrated that adopting a contrastive lexical approach had a considerably significant impact on Saudi EFL learners’ writing proficiencies. After confirming the normal distribution of the data, the paired sample t-test was used to strike a comparison between the mean scores of the two posttests. The two groups each received a posttest at the end of the treatment. While the participants in the EG were given L1 equivalents for L2 formulaic codes, the CG received conventional instructions and regulations during which participants began to skim and scan texts comprising the same formulaic codes as for the EG without being given any kind of translation and were then requested to write on the same subject matters as the experimental group. The experimental group then received writing instructions using the Contrastive Lexical Approach (CLA) over the course of 12 sessions, precisely, two fifty-minute sessions a week. First, a pretest was administered to the two groups to gauge their writing proficiency. All the EFL learners were males, aged between 16 and 19. The study sample was then divided by the block randomization method into two equal groups: an experimental group (EG) and a control group (CG). Forty-six Saudi EFL learners from the College of Science and Humanities at Prince Sattam Bin Abdulaziz University were randomly selected for this study. The purpose of this study was to look at how the contrastive lexical approach influenced Saudi EFL learners’ writing proficiencies. The third part of the paper shows in what way the proposed classification of formulaic sequences might help teachers of medical English design tasks that are conducive to the development of formulaic competence of students of English for Medical Purposes. Therefore, the second part of the paper proposes pedagogically relavant classification of medical formulaic sequences motivated by the lexicogrammatical features of Medical English. It is hypothesized that explicit teaching of formulaic language may stimulate grammar development in the long term and foster communicative competence of ESP learners in the short term. It is suggested that some of the deficiencies of the materials might be remedied and the students′ needs better taken care of if explicit teaching of formulaic language is introduced into ESP classroom environment. The first part of the paper presents students′ views on deficiencies of coursebooks for teaching English for Medical Purposes (EMP) as well as author’s reflective thinking on the needs of medical undergraduates of vocational schools in Poland. However, this apparent lack of concern with grammar in ESP materials runs counter to both subjective and objective needs of ESP learners. Grammar teaching has never belonged to mainstream ESP teaching/ learning practices.
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