Object's details: Making Students Responsible for Grammar Learning: A Report on a Learner-Centered Technique Aimed at Accuracy

Provider:Czasopisma Wydawnictwa Uniwersytetu Śląskiego

Description

Title:
Making Students Responsible for Grammar Learning: A Report on a Learner-Centered Technique Aimed at Accuracy
Creator:
Nováková, Zuzana
Description:
Learner-centered approaches to learning and teaching alongside education for sustainable development (ESD) emphasize the education of engaged and active global citizens (UNESCO, 2017). The development of students’ reflective skills and metacognitive strategies is the center of this study that aims at investigating the learner language of a group of adult learners at an upper-intermediate level. It sets out to investigate to what extent learners are able to notice and correct their errors after reflecting on their spoken production. Moreover, it seeks to examine the students’ perception of their self-reflection and their attitude towards using speaking tasks for grammar learning. Comparative error analysis showed that the participants were able to amend 34.6% of total errors. These were made mainly in noun phrases (30% of total errors in Task 1 and 31% in Task 3) and verb phrases (40% of total errors in both tasks). Although no general conclusions could be drawn, the results seem to suggest that after critical, evidence-based reflection, the participants were able to notice and correct some errors, namely, in determination and the use of the past simple. The results of the survey analysis showed that all participants reported on an improved awareness of the gaps in their interlanguage, and all of them considered speaking tasks beneficial to grammar development. The study indicates that carefully planned, repeated speaking tasks might be helpful for learners’ language processing, consolidation of their grammatical knowledge and the improvement of their reflection skills and metacognitive strategies.
Object availability:
free access
Rights:
Prawa autorskie (c) 2023 Zuzana Nováková
Date:
2023.04.03
Type:
info:eu-repo/semantics/article;
info:eu-repo/semantics/publishedVersion;
Recenzowany artykuł
Language:
English
Source:
Theory and Practice of Second Language Acquisition; Vol. 9 No. 1 (2023): Theory and Practice of Second Language Acquisition; 1-23;
Theory and Practice of Second Language Acquisition; Tom 9 Nr 1 (2023): Theory and Practice of Second Language Acquisition; 1-23;
2451-2125;
2450-5455
Format:
application/pdf
Publisher:
Wydawnictwo Uniwersytetu Śląskiego | University of Silesia Press
Relation: https://journals.us.edu.pl/index.php/TAPSLA/article/view/11512/11724
Subject:
grammar;
error analysis;
repeated speaking tasks;
learner autonomy;
metacognitive strategies;
learner-centered approach
Identifier: https://journals.us.edu.pl/index.php/TAPSLA/article/view/11512
Data provider:
Czasopisma Wydawnictwa Uniwersytetu Śląskiego

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Object's details: Making Students Responsible for Grammar Learning: A Report on a Learner-Centered Technique Aimed at Accuracy

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