Explicit teaching of grammar rules enhances their learning, and rules are learned faster and better when repeated in communicative tasks¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Explicit teaching of language rules enhances their learning, and the rules are learned faster and better if they are repeated in communicative tasks. → Aydinbek C 2022

Evidence¶

Aydinbek C 2022¶

Aydinbek C. (2022). Contributions of cognitive theory to the problem of automatization of grammatical structures in teaching foreign language. Educational Research and Reviews. https://doi.org/10.5897/ERR2022.4230

q2 · i? · review · r2

In the Results and Discussion the review answers its first research question affirmatively: explicit teaching of grammar rules can optimize learning time, with the type of practice exercises also important; no effect size is printed.

"The research results show that explicit teaching of the language rules enhances their learning. Yet the time allowed to the explicit teaching, the use of metalanguage, and the type of grammatical descriptions depends on various factors related to the teaching settings."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — the general claim this finding bears on, with the studies behind it
• Automatization of L2 skills requires extensive practice in a consistent environment, not repetition of grammar rules as in traditional exercises — related
• Explicit grammar teaching outperforms implicit teaching; one review found the advantage only for complex rules, but a meta-analysis found it for simple rules too — related
• High-explicitness rule-oriented instruction outperforms implicit instruction or no instruction — related
• 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
• Instructed learners outperform all other condition groups in learning simple second language rules — related
• Structured repetition gains in fluency depend on repeating the same task — related