Nauczanie gramatyki języka obcego – kierunki i metody badań
PDF

Jak cytować

Pawlak, M. . (2009). Nauczanie gramatyki języka obcego – kierunki i metody badań. Neofilolog, (32), 33–48. https://doi.org/10.14746/n.2009.32.4

Abstrakt

Now that the value of grammar instruction has been corroborated in a number of studies, there is a need to determine the ways in which it should most beneficially be conducted. In order to do this, however, it is necessary to undertake empirical investigations which would address such issues as the choice of linguistic features to be taught, the effectiveness of specific techniques and procedures, the timing, duration and intensity of instruction, as well as its place in the overall curriculum. Since such research needs to be context-specific to provide a basis for practicable pedagogic proposals, the present paper outlines the main research directions and discusses key methodological issues in the area of form-focused instruction with a view to encouraging Polish applied linguists to pursue this line of inquiry.

https://doi.org/10.14746/n.2009.32.4
PDF

Bibliografia

Ammar, A. i Spada, N. 2006. „Recasts, prompts and L2 learning”. Studies in Second Language Acquisition 28. 543-574.

Barbieri, F. i Eckhardt, S. 2007. „Applying corpus-based findings to formfocused instruction: The case of reported speech”. Language Teaching Research 11. 347-372.

Barker, A., Callahan, D. i Ferreira, M. A. (red.). 2009. Success and failure. Aveiro: University of Aveiro Press.

Basturkmen, H., Loewen, S. i Ellis, R. 2004. „Teachers’ stated beliefs about incidental focus on form and their classroom practices”. Applied Linguistics 25. 243-272.

Bielak, J. 2007c. „Applying Cognitive Grammar in the classroom: Teaching English possessives”, w: Pawlak, M. (red.). 2007b. 113-134. Bitchener, J. i Knoch, U. 2009. „The relative effectiveness of different types of direct written corrective feedback”. System 37. 322-329.

Borg, S. 2006. Teacher cognition and language education: Research and practice. London: Continuum.

Bygate, M., Skehan, P. i Swain, M. (red.). 2001. Researching pedagogic tasks: Second language learning, teaching and testing. Harlow: Pearson Education.

Carpenter, H., Jeon, S. K., MacGregor, D. i Mackey, A. 2006. „Learner’s interpretation of recasts”. Studies in Second Language Acquisition 209-236.

Chaudron, C. 1977. „A descriptive model of discourse in the corrective treatment of learners’ errors”. Language Learning 27. 29-46.

Cook, G. i Seidlhofer, B. (red.). 1995. Principles and practice in applied linguistics: Studies in honor of H. G. Widdowson. Oxford: Oxford University Press.

Crookes, G. i Gass, S. (red.). 1993. Tasks and language learning. Vol. 1. Clevedon, Avon: Multilingual Matters.

Day, E. M. i Shapson, S. M. 1991. „Integrating formal and functional approaches to language teaching in French immersion: An experimental study”. Language Learning 41. 25-58.

DeKeyser, R. M. 1998. „Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar”, w: Doughty, C. i Williams, J. (red.). 1998. 42-63.

DeKeyser, R. M. 2001. „Automaticity and automatization”, w: Robinson, P. (red.). 2001. 125-151.

Doughty, C. 2001. „Cognitive underpinnings of focus on form”, w: Robinson, P. (red.). 2001. 206-257.

Doughty, C. 2003. „Instructed SLA: Constraints, compensation and enhancement”, w: Doughty, C. i Long, M. H. (red.). 2003. 256-310.

Doughty, C. i Long, M. H. (red.). 2003. The handbook of second language acquisition. Malden, MA: Blackwell.

Doughty, C. i Varela, E. 1998. „Communicative focus on form”, w: Doughty, C. i Williams, J. (red.). 1998. 114-138.

Doughty, C. i Williams, J. (red.). 1998. Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.

Dörnyei, Z. 2007. Research methods in applied linguistics. Oxford: Oxford University Press.

Egi, T. 2007. „Recasts, learners’ interpretations, and L2 development”, w: Mackey, A. (red.). 2007. 249-267.

Ellis, N. 2007. „The weak interface, consciousness, and form-focused instruction: Mind the doors”, w: Fotos, S. i Nassaji, H. (red.). 2007. 17-34.

Ellis, R. 1998. „Teaching and research: Options in grammar teaching”. TESOL Quarterly 32. 39-60.

Ellis, R. 2001a. „Introduction: Investigating form-focused instruction”, w: Ellis, R. (red.). 2001b. 1-46.

Ellis, R. (red.). 2001b. Form-focused instruction and second language learning. Oxford: Blackwell Publishers.

Ellis, R. 2005. „Measuring implicit and explicit knowledge of a second language: A psychometric study”. Studies in Second Language Acquisition 27. 141-172.

Ellis, R. 2006a. „Current issues in the teaching of grammar: An SLA perspective”. TESOL Quarterly 40. 83-107.

Ellis, R. 2006b. „Modeling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge”. Applied Linguistics 27. 431-463.

Ellis, R. 2007. „The differential effects of corrective feedback on two grammatical structures”, w: Mackey, A. (red.). 2007. 339-360.

Ellis, R. 2008a. The study of second language acquisition. (wydanie drugie). Oxford: Oxford University Press.

Ellis, R. 2008b. „Investigating grammatical difficulty in second language learning: Implications for second language acquisition research and language testing”. International Journal of Applied Linguistics 18. 4-22.

Ellis, R., Basturkmen, H. i Loewen, S. 2001. „Learner uptake in communicative ESL lessons”. Language Learning 51. 281-318.

Erlam, R. 2003. „The effects of deductive and inductive instruction on the acquisition of direct object pronouns in French as a second language”. Modern Language Journal 87. 242-260.

Erlam, R. 2006. „Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study”. Applied Linguistics 27. 464-491.

Fotos, S. i Nassaji, H. 2007. (red.). Form-focused instruction and teacher education: Studies in honor of Rod Ellis. Oxford: Oxford University Press.

Hinkel, E. (red.). 2005. Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.

Housen, A. i Pierrard, M. (red.). 2005. Investigations in instructed second language acquisition. Berlin-New York: Mouton de Gruyter.

Housen, A., Pierrard, M. i Vandaele, S. 2005. „Structure complexity and the efficacy of explicit grammar instruction”, w: Housen, A. i Pierrard, M. (red.). 2005. 235-269.

Hyltenstam, K. i Pienemann, M. (red.). 1985. Modeling and assessing second language acquisition. Clevedon, Avon: Multilingual Matters.

Lantolf, J. 2006. „Sociocultural Theory and L2: State of the art”. Studies in Second Language Acquisition 28. 67-109.

Lapkin, S, Swain, M. i Smith, M. 2002. „Reformulation and the learning of French pronominal verbs in a Canadian French immersion context”. Modern Language Journal 86. 485-507.

Larsen-Freeman, D. i Long, M. H. 1991. An introduction to second language acquisition research. London: Longman.

Lee, J. F. i Benati, A. G. 2007. Delivering processing instruction in classrooms and virtual contexts. London: Equinox.

Lee, S. -K. 2007. „Effects of textual enhancement and topic familiarity on Korean EFL students’ reading comprehension and learning of passive form”. Language Learning 57. 87-118.

Lee, S. -K. i Huang, H. -T. 2008. „Visual input enhancement and grammar learning: A meta-analytic review”. Studies in Second Language Acquisition 30. 307-331.

Lightbown, P. 1985. „Can language acquisition be altered by instruction?”, w: Hyltenstam, K. i Pienemann, M. (red.). 1985. 101-112.

Lightbown, P. 1998. „The importance of timing in focus on form”, w: Doughty, C. i Williams, J. (red.). 1998c. 177-196.

Loewen, S. 2003. „Variation in the frequency and characteristics of incidental focus of form”. Language Teaching Research 7. 315-346.

Loewen, S. 2007. „The prior and subsequent use of forms targeted in incidental focus on form”, w: Fotos, S. i Nassaji, H. (red). 2007. 101-116.

Long, M. H. 1996. „The role of the linguistic environment in second language acquisition”, w: Ritchie, W. i Bhatia, T. (red.). 1996. 413-468.

Loschky, L. i Bley-Vroman, R. 1993. „Grammar and task-based methodology”, w: Crookes, G. i Gass, S. (red.). 1993. 123-167.

Lyster, R. i Mori, H. 2006. „Interactional feedback and instructional counterbalance”. Studies in Second Language Acquisition 28. 269-300.

Lyster, R. and Ranta, L. 1997. „Corrective feedback and learner uptake: Negotiation of form in communicative classrooms”. Studies in Second Language Acquisition 19. 37-66.

Mackey, A. 2006. „Feedback, noticing and instructed second language learning”. Applied Linguistics 27. 405-430.

Mackey, A. (red.). 2007. Conversational interaction in second language acquisition. Oxford: Oxford University Press.

Majer, J. 2003. Interactive discourse in the foreign language classroom. Łódź: Wydawnictwo Uniwersytetu Łódzkiego.

Michońska-Stadnik, A. 2007. „Presentation and practice of grammatical items in selected English language teaching coursebooks”, w: Pawlak, M. (red.). 2007c. 319-329.

Morgan-Short, K. i Bowden, H. W. 2006. „Processing instruction and meaningful output-based instruction: Effects on second language development”. Studies in Second Language Acquisition 28. 31-65.

Mystkowska-Wiertelak, A. 2007. „The effectiveness of interpretation tasks in teaching inversion to advanced learners of English”, w: Pawlak, M. (red.). 2007c. 155-167.

Nassaji, H. i Fotos, S. 2007. „Issues in form-focused instruction and teacher education”, w: Fotos, S. and Nassaji, H. (red). 2007. 7-15.

Nassaji, H. i Fotos, S. 2004. „Current developments in the teaching of grammar”. Annual Review of Applied Linguistics 24. 126-145.

Nitta, R. i Gardner, S. 2005. „Consciousness-raising and practice in ELT coursebooks”. ELT Journal 56. 3-13.

Norris, J. M. i Ortega, L. 2001. „Does type of instruction make a difference? Substantive findings from a meta-analytic review”, w: Ellis, R. (red.). 2001b. 157-213.

Norris, J. M. i Ortega, L. 2003. „Defining and measuring SLA”, w: Doughty, C. i Long, M. H. (red.). 2003. 717-761.

Pawlak, M. 2004. „On helping students be more accurate. Can the mission ever be accomplished?”. IATEFL Research News 14. 24-28.

Pawlak, M. 2005. „The feasibility of integrating form and meaning in the language classroom: A qualitative study of classroom discourse”. Glottodidactica 30-31. 283-294.

Pawlak, M. 2006. The place of form-focused instruction in the foreign language classroom. Poznań – Kalisz: Wydawnictwo Wydziału Pedagogiczno-Artystycznego UAM.

Pawlak, M. 2007a. „An overview of focus on form in language teaching”, w: Pawlak, M. (red.). 2007c. 5-26.

Pawlak, M. 2007b. „Comparing the effect of focus on form and focus on forms in teaching English third conditional”, w: Pawlak, M. (red.). 2007c. 169-192.

Pawlak, M. (red.). 2007c. Exploring focus on form in language teaching. [Special issue of Studies in Pedagogy and Fine Arts Vol. VII]. Poznań – Kalisz: Wydawnictwo Wydziału Pedagogiczno-Artystycznego UAM.

Pawlak, M. i Droździał-Szelest, K. 2007. „When I think about grammar… Exploring English Department students’ beliefs about grammar, grammar learning and grammar teaching”, w: Pawlak, M. (red). 2007c. 299-318.

Pawlak, M. 2008a. „Advanced learners’ use of strategies for learning grammar: A diary study”, w: Pawlak, M. (ed.). 2008b. 109-125.

Pawlak, M. (red.). 2008b. Investigating English language learning and teaching. Poznań – Kalisz: Wydawnictwo Wydziału Pedagogiczno-Artystycznego UAM.

Pawlak, M. 2009a. „Instructional mode and the use of grammar learning strategies”, w: Pawlak, M. (red.). 2009c. 267-290.

Pawlak, M. 2009b. „Factors influencing success and failure in the learning of grammar”, w: Barker, A., Callahan, D. i Ferreira, M. A. (red.). 2009. 327-338.

Pawlak, M. 2009c. (red.). New perspectives on individual differences in language learning and teaching. [Special issue of Studies in Pedagogy and Fine Arts Vol. VIII]. Poznań – Kalisz: Wydawnictwo Wydziału Pedagogiczno-Artystycznego UAM.

Pica, T. 2007. „Time, teachers and tasks”, w: Fotos, S. i Nassaji, H. (red.). 2007. 161-175.

Piechurska-Kuciel, E. 2005. The importance of being aware: Advantages of explicit grammar study. Opole: Opole University Press.

Pienemann, M. 1984. „Psychological constraints on the teachability of languages”. Studies in Second Language Acquisition 11. 63-90.

Pienemann, M. 1985. „Learnability and syllabus construction”, w: Hyltenstam, K. i Pienemann, M. (red.). 1985. 23-76.

Pienemann, M. 1998. Language processing and second language development: Processability theory. Amsterdam-Philadelphia: John Benjamins.

Pietrzykowska, A. 2008. „The effectiveness of focus on forms vs. focus on form in teaching English quantifiers”, w: Pawlak, M. (red.). 2008b. 149-157.

Ritchie, W. i Bhatia, T. (red.). 1996. Handbook of research on second language acquisition. New York: Academic Press.

Robinson, P. 1996. „Learning simple and complex second language rules under implicit, incidental, rule-search, and instructed conditions”. Studies in Second Language Acquisition 18. 27-68.

Robinson, P. (red.). 2001. Cognition and second language instruction. Cambridge: Cambridge University Press.

Robinson, P. (red.). 2002. Individual differences and instructed language learning. Amsterdam – Philadelphia: John Benjamins.

Ross-Feldman, L. 2007. „Interaction in the L2 classroom: Does gender influence learning opportunities?”, w: Mackey, A. (red.). 2007. 53-77.

Samuda, V. 2001. „Guiding relationships between form and meaning during task performance: The role of the teacher”, w: Bygate, M., Skehan, P. i Swain, M. (red.). 2001. 119-140.

Sachs, R. i Polio, C. 2007. „Learners’ uses of two types of written feedback on a L2 writing revision task”. Studies in Second Language Acquisition 29. 67-100.

Sachs, R. i Suh, B. -R. 2007. „Textually enhanced recasts, learner awareness, and L2 outcomes in synchronous computer-mediated interaction”, w: Mackey, A. (red.). 2007. 197-227.

Sagarra, N. 2007. „From CALL to face-to-face interaction: The effect of computerdelivered recasts and working memory on L2 development”, w: Mackey, A. (red.). 2007. 229-248

Schmidt, R. 1990. „The role of consciousness in second language learning”. Applied Linguistics 11. 17-46.

Schmidt, R. 2001. „Attention”, w: Robinson, P. (red.). 2001. 3-32.

Schultz, R. 2001. „Cultural differences in student and teacher perceptions concerning the role of grammar teaching and corrective feedback”. Modern Language Journal 85. 244-258.

Sheen, Y. 2007. „The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles”. TESOL Quarterly 41. 255-283.

Skehan, P. 1998. A cognitive approach to language learning. Oxford: Oxford University Press.

Smith, P. 1970. A comparison of the cognitive and audiolingual approaches to foreign language instruction: The Pennsylvania Foreign Language Project. Philadelphia: Center for Curriculum Development.

Spada, N. i Lightbown, P. 2008. „Form-focused instruction: Isolated or integrated?”. TESOL Quarterly 42. 181-207.

Swain, M. 1995. „Three functions of output in second language learning”, w: Cook, G. i Seidlhofer, B. (red.). 1995. 125-144.

Swain, M. i Lapkin, S. 2007. „The distributed nature of second language learning: Neil’s perspective”, w: Fotos, S. i Nassaji, H. (red.). 2007. 73-86.

Trahey, M. 1996. „Positive evidence in second language acquisition: Some longterm effects”. Second Language Research 12. 11-139.

Trofimovich, P., Ammar, A. i Gatbonton, E. 2007. „How effective are recasts? The role of attention, memory, and analytical ability”, w: Mackey, A. (red.). 2007. 171-195.

VanPatten, B. 1996. Input processing and grammar instruction. Norwood, NJ: Ablex Publishing Corporation.

VanPatten, B. 2002. „Processing instruction: An update”. Language Learning 52. 755-804.

Williams, J. 2005. „Form-focused instruction”, w: Hinkel, E. (red.). 2005. 671-691.

Williams, J. i Evans, J. 1998. „What kind of focus on which forms?”, w: Doughty, C. i Williams, J. (red.). 1998. 139-155.