CG-based form-focused instruction is at least moderately effective in fostering mostly explicit grammatical knowledge of the English present tense/progressive¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Cognitive-grammar-based instruction improved Polish senior high school students' mostly explicit knowledge of the present simple/progressive with stative and dynamic verbs. → Jakub Bielak 2010

Evidence¶

Jakub Bielak 2010¶

Jakub Bielak, Mirosųaw Pawlak. (2010). Teaching English tense and aspect with the help of cognitive grammar: An empirical study. Studies in Second Language Learning and Teaching, 1(3), 365-400. https://eric.ed.gov/?id=EJ1136451

q2 · i? · causal · r1

Quasi-experiment with pretest, immediate posttest and delayed posttest; 50 Polish senior high school students in three intact-class groups (COG n = 21, TRAD n = 15, CTRL n = 14) took a written discrete-item grammar test. On the explicit-knowledge measure "COG improved by 7.26 points" from pretest to Posttest 1, against a 3-point control gain attributed to practice effect.

"These data reveal that all the groups improved from the pretest to Posttest 1, although the scores of the two experimental groups rose much more sharply than those of CTRL; COG improved by 7.26 points, TRAD by 11.14 points, while CTRL by mere 3 points."

Discussion¶

Related Claims¶

• CG-based instruction's gains continued increasing between the immediate and delayed posttest while traditional-instruction gains were only maintained — related
• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — a broader claim this one bears on
• A 1982 bilingual-education teacher-training packet asserts, citing Krashen, that repetitive drill and grammar-focused instruction are ineffective for second language acquisition — reports the opposite
• All student groups preferred explicit over implicit grammar instruction — related
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — related
• Successes of form-focused manipulation of input in adult L2 are illusory with respect to linguistic competence, affecting only performance — reports the opposite
• X-Word Grammar students improved significantly more on subject-verb agreement, borderline on tense, and not significantly on aspect/verb forms — related
• Instruction with the Comprehensive Charts significantly improved EFL freshmen's tense-form recognition in the non-written context — related
• Most participants preferred the focus on formS approach and deemed it the most effective tense-teaching method — related