Cover The impact of socio-cultural learning tasks on students’ foreign grammatical language awareness
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The impact of socio-cultural learning tasks on students’ foreign grammatical language awareness

A study conducted in German post-DESI EFL classrooms

Series:

Heike Niesen

The book introduces an innovative way of teaching grammatical language awareness via socio-cultural learning tasks (SCLTs). It takes a close look at task-supported teaching/learning and socio-cultural learning theory and how they are combined to develop challenging and motivating learning tasks. It also presents ways to implement SCLTs in heterogeneous EFL classrooms and evaluates the learning potential of SCLTs against the backdrop of a more traditional teaching and learning approach (PPP). Besides the illumination of the very promising concept of SCLTs, the applied qualitative and quantitative research methods hope to be a valuable contribution to SLA research.

Book (EPUB)

ISBN:
978-3-653-94959-9
DOI:
https://doi.org/10.3726/978-3-653-06010-2
Availability:
Available
Subjects:
  1. English Literature and Culture
Formats:
  1. EPUB
  2. PDF
  3. Hardback
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Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2015. 294 pp., 20 tables, 16 graphs
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5. PPP and SCLTs put to the test – the main study

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Subjects:
  1. English Literature and Culture
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5.1 Objectives

The main study was conducted to evaluate and compare the impact the two teaching approaches of PPP and the implementation of socio-cultural learning tasks have on students’ development of Past Tenses and Reported Speech grammatical language awareness. The development of students’ grammatical language awareness performance served as a touchstone or indicator of the effectiveness of the two teaching approaches mentioned above. Given this purpose, research questions arose which read as follows:

1. Will the implementation of SCLTs affect treatment group students’ implicit and explicit Reported Speech and Past Tenses language awareness development from pre- to post-test, and if so, in what way?

2. Will the application of the traditional PPP teaching approach affect control group students’ implicit and explicit Reported Speech and Past Tenses language awareness development from pre- to post-test, and if so, in what way?

3. Will the implementation of SCLTs have an effect on the durability of treatment group students’ implicit Reported Speech and Past Tenses awareness from post- to delayed post-test and, if so, in what way?

4. Will the application of the traditional PPP teaching approach have an effect on the durability of control group students’ implicit Reported Speech and Past Tenses awareness from post- to delayed post-test and, if so, in what way?

In more specific terms, the main study aimed at confirming or rejecting the following non-directional (H1, H2) and directional80 hypotheses (H3, H4, H5, H6, H7,...

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