Please use this identifier to cite or link to this item:
|標題:||Using Consciousness-Raising Grammar Teaching in EFL Elementary English Class: Effects on English Grammar Learning
|關鍵字:||consciousness-raising;consciousness-raising grammar teaching;grammar teaching;grammar learning;意識提升;意識提升文法教學;文法教學;文法學習||出版社:||臺中市：國立中興大學外國語文學系||Project:||Intergrams, Volume 14, Issue 1, Page(s) 46-78.||摘要:||
This study investigated the effects of consciousness-raising grammar teaching on EFL 6th graders’ learning of the English future tense as well as the participants’ opinions about consciousness-raising grammar teaching activities. Forty 6th graders, 20 in the high-level group and 20 in the low-level group, participated in the study for 8 weeks, twice a week, receiving consciousness-raising grammar teaching with the same activities. Pre-test and post-test were administered before and after the instruction. A questionnaire concerning consciousness-raising grammar teaching was distributed to gain the participants’ views about the activities. Paired sample t test and independent sample t test were used for analysis.
The results showed that both high- and low-achievers’ performance in the posttest as compared to that in the pretest reached statistical significance. The low-achievers made even more progress than high-achievers; nevertheless, no claim can be made that conscious-raising grammar tasks are more effective for the performance of the low-achievers than the high achievers. Moreover, the participants had positive opinions about consciousness-raising tasks. The findings are in line with the previous studies (Ellis & Fotos, 1991; Fotos, 1993; Hu, 2008; Wang, 2008; Yip, 1994) concering the effecs of consciousness-raising activities.
|Appears in Collections:||第14卷 第01期|
Show full item record
TAIR Related Article
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.