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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


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


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?

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