![]() The present study investigated the accuracy order of 14 English grammatical morphemes of Filipino preschool pupils. There are numerous studies concerning the order of acquisition of grammatical morphemes however, no paper to the knowledge of the authors has explored the accuracy order and acquisition of grammatical morphemes of Filipino children. Overall, the study has promising results about written corrective feedback. The results reveal the fact that the majority of the participants in the questionnaire prefer to be corrected and have a positive image of corrective feedback. Finally, a questionnaire was administered to seven participants in experimental group to get their perceptions about corrective feedback. It was also found that the experimental group performed better on irregular verb conjugations than regular verb conjugations. Results show that experimental group significantly outperformed control group and had significant achievements on both regular and irregular verb conjugations, while control group was not able to perform significantly on any of the tests. Forty-eight Turkish learners of English participated in this study with pre-test, immediate post-test, delayed post-test design and were randomly assigned to two groups: experimental (recast) group or control group which received no feedback. The study also aimed to find whether written recast helped learners learn regular or irregular past tense verb conjugations to a more significant degree. This quasi-experimental study examined the effects of written recast, a type of corrective feedback, on the acquisition of English past tense verb conjugations. g., past irregular) and learners in EFL contexts can benefit more from grammar instruction. Study further suggests that grammar emphasis with a limited scope may be more effective input enhancement may be more effective with grammatical features that are less essential for communication (redundant, systematic, and less salient features such as past -ed) output enhancement may be more effective with grammatical features that have many salient lexical forms (e. Results of linear regression revealed that the selected causal factors collectively explain more than 40 % of variability in the effectiveness of pedagogical techniques for English grammar production. Within a meta-analysis of 33 experimental studies, external stimuli impacting the language learner (scope of instruction, input or output enhancement, frequency of treatment, and EFL/ESL context) were concomitantly considered alongside cognitive factors (grammatical complexity and language proficiency). Holistic study of grammar instruction is needed not only to establish the effectiveness of pedagogical techniques, but to determine when, and in what way, they should be utilized. International Review of Applied Linguistics in Language Teaching, 55(2), 165-195. Learning to improve grammar instruction through comprehensive analysis of past research. This implies that features with a lower salience should be more carefully considered when designing input and explicit instruction in an EFL context. ![]() Analysis of this variability suggests that inconsistent or limited input, coupled with influence from L1 transfer, is affecting the acquisition of less salient features. Results revealed that acquisition of less salient features was particularly variable in an EFL context. ![]() Second, the sequence was contrasted with an equivalent sequence obtained from Korean EFL learners. First, the sequence was contrasted with various acquisition orders from ESL contexts. A stratified sample of six Chinese EFL learners were given a 45 to 60 minute interview, which was transcribed and placed into a sequence of acquisition. The purpose of this study is to examine disparities in EFL acquisition order, so that the effects of differential input on acquisition order may be better understood. Although recent research has extended our understanding of the link between morphosyntactic acquisition order and its causes, an overemphasis on morphosyntactic development in an ESL environment has limited understanding of how variable input, such as that found in EFL contexts, may influence the acquisition process.
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