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
5. PPP and SCLTs put to the test – the main study
Extract
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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