Exploring the Interface Between Individual Difference Variables and the Knowledge of Second Language Grammar (Second Language Learning and Teaching)

✍ Scribed by Mirosław Pawlak

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 139
• Category: Library

✦ Synopsis

The last few decades have seen extensive research focusing of the relative effectiveness of different instructional options that can be employed in teaching grammar structures (e.g., deduction and induction, different types of corrective feedback, input-based vs. output-based practice). However, the contribution of such pedagogical intervention and the resulting knowledge of target language grammar are mediated by a number of factors related to a specific context, the properties of the features being taught and, most importantly, individual learner profiles. Nonetheless, research into the moderating role of individual difference variables has been scant, limited to only several factors, and seldom taking into account complex interactions between variables. The book seeks to fill this evident gap by investigating the mediating effect of selected cognitive and affective factors on explicit and implicit (or highly automatized) knowledge of the English passive voice. In doing so, the studysheds the so-much-needed light on the predictors of second language grammar knowledge but also, to some extent, on the usefulness of instructional techniques used to develop it.

✦ Table of Contents

Preface
Contents
1 Knowledge of L2 Grammar
1.1 Introduction
1.2 Dimensions of Grammar Knowledge
1.3 Explicit and Implicit Knowledge of L2 Grammar
1.4 Measurement of Explicit and Implicit L2 Knowledge
1.5 Assessing TL Grammar Attainment in Empirical Studies
1.6 Conclusion
2 Individual Differences as Factors Mediating the Knowledge of L2 Grammar
2.1 Introduction
2.2 Overview of Mediating Influences on the Knowledge of L2 Grammar
2.3 Beliefs About Grammar Instruction
2.4 Grammar Learning Strategies
2.5 Working Memory
2.6 Motivation
2.7 Willingness to Communicate
2.8 Conclusion
3 Methodology of the Research Project
3.1 Introduction
3.2 Aims of the Research Project and Specific Research Questions
3.3 Participants
3.4 Targeted Structure
3.5 Data Collection Instruments
3.5.1 Measures of the Mastery of the Targeted Structure (All Studies)
3.5.2 Beliefs About Grammar Instruction (Study 1)
3.5.3 Grammar Learning Strategies (Study 2)
3.5.4 Working Memory (Studies 3 and 4)
3.5.5 Motivation (Study 5)
3.5.6 Willingness to Communicate (Study 6)
3.6 Procedures
3.7 Data Analyses
3.8 Conclusion
4 Findings of the Research Project
4.1 Introduction
4.2 Beliefs About Grammar Instruction (Study 1)
4.2.1 Findings
4.2.2 Discussion
4.3 Grammar Learning Strategies (Study 2)
4.3.1 Findings
4.3.2 Discussion
4.4 Working Memory (Studies 3 and 4)
4.4.1 Findings
4.4.2 Discussion
4.5 Motivation
4.5.1 Findings
4.5.2 Discussion
4.6 Willingness to Communicate
4.6.1 Findings
4.6.2 Discussion
4.7 Conclusion
5 Conclusions, Implications and Directions for Future Research
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
References