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Full Description
The teaching of the grammar of a second/foreign language has always been an issue that different teaching methods have considered. Studies in the field of second language acquisition (SLA) have shown that mere exposure to meaningful second language input is not enough for learners to reach proficiency in the target language. At beginner proficiency levels, learners tend to rely on lexical items instead of grammatical form to obtain meaning. Recent research has pointed out the need for effective grammar pedagogy in foreign language environments, in which the exposure to the language being learned is limited.
The present book presents a selection of eleven empirical papers dealing with children's attention to formal aspects of the language they are learning, and some of them consider the impact of individual differences on the learning process. Each of the studies reported in the individual chapters is based on a solid theoretical background and an overview of studies in the corresponding research area.
Contents
Introduction.- Integration of grammar instruction and task-based interaction with young EFL learners: An investigation into the use of English possessive determiners (his/her).- At the crossroad between form-focused instruction (FFI) and language analytic ability: A study on metalinguistic explanations and the acquisition of explicit knowledge of the L3 English possessive determiners his/her.- Focused task based peer interaction in the young EFL classroom: Enhancing explicit knowledge and production of present continuous.- Explicit instruction and length of exposure in the teaching of English noun noun compounds.- Child EFL learners' reflections about the expression of obligation in collaborative interaction.- The role of written corrective feedback in enhancing accurate performance by primary school children.- Enhancing accuracy through model texts: Long term effects on EFL children's oral interaction.- Collaborative writing and written languaging: Effects on accuracy.- Exploring the role of young learners' individual differences in collaborative writing.- Examining young learners' engagement with language in task-based interaction across time.- Language aptitude and affective dispositions in young learners with special educational needs.
