Dissertation/Thesis Abstract

How does explicit grammar instruction affect students' writing?
by Johnson, Tammy L., M.A., California State University, Long Beach, 2011, 96; 1499170
Abstract (Summary)

This study evaluated the effectiveness of metalinguistic grammar terminology on the acquisition of past unreal conditional structures, which is used to describe unreal past events and their hypothetical outcomes. The treatment group (n = 12) was instructed using metalinguistic terminology, while the control group (n = 9) was not. After the second and fourth lesson, all students completed an impromptu writing task. There were no significant differences between the groups' pre- and posttests; however, the control group wrote significantly more correct past unreal conditionals in response to both prompts. This finding suggests that implicit instruction may positively affect writing. Furthermore, all participants were surveyed and two students from each group were interviewed. These qualitative assessments revealed that the students identified grammar instruction as an essential component in acquiring language. Despite requesting grammar rules during the interviews and on the survey, the treatment group could not apply the learnt grammar rules during the writing tasks.

Indexing (document details)
Advisor: Abbuhl, Rebekha
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 50/01M, Masters Abstracts International
Subjects: Linguistics, English as a Second Language
Publication Number: 1499170
ISBN: 978-1-124-85224-9
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