Structures for Adult English Language Learners - Essay Example

The effects of implicit and explicit language instruction on ability to learn English grammar Annotated bibliography: Andrews, K. (2007). “The effects of implicit and explicit instruction on simple and complex grammatical structures for adult English language learners”. J ournal of TESL-EJ, Vol 11(2). Pp 87-104. Karen Andrews examined the implicit and explicit instruction on simple and complex grammatical structures for adult English language learners. The research study aims at providing empirical data on the effects of implicit and explicit instruction and complex grammatical structures on the learning of those structures by LLs at three different levels of proficiency. The research aims at identifying whether there is difference in the learning of complex and simple rules between teacher-directed (explicit) and grammar-discovery (implicit) approaches and if such differences exist at different levels of proficiency such as beginners, intermediate and advance language learners. The study entailed quantitative study over 2-month period at three proficiency levels with pre-post and delayed-post tests. The number of participants was 70 and their ages ranged from 13 to 19 years. Two treatment groups (N=35 in each group) with different proficiency levels were administered 15-minute sessions 4-5 times a week over the entire period of study using same mini grammar quiz and writing prompt. Explicit treatment was teacher-directed with formal rules while implicit treatment was task-based and grammar-discovery. Chi-square data analysis was used to identify the differences in grammar learning gains. The findings indicated that instructional intervention increases the learning of grammar forms. For implicit instruction, the interaction increased learning due to opportunity to improve cognitive ability to unconsciously analyse materials. For explicitly taught group, findings demonstrate that adults use deductive reasoning and benefit from structural presentations and ability o relate new information with their L1. The results indicate the methods matter since explicitly-taught groups scored highly than implicitly-taught groups for the complex rules. This indicates explicit group’s cognitive approach resonates well with adult learners’ brains while implicit groups’ attempts to discover rules and assimilate forms through practice. I agree with the author that teachers can spend more time in teaching complex grammar rules through explicit methods and allow the students to induct the simple structures and rules of grammar. I was interested in this source since I believe it lays foundation on future studies on grammar instruction and especially on the implicit and explicit methods. The author is a program developer and experienced teacher with over 30 years of experience in K-12 and undergraduate programs thus making the source reputable in current research in language acquisition. I agree with the author that the methods are essential in identifying the impact of instructor intervention and affect of the instruction method on grammar learning. I believe the interpretations are reasonable since implicit learners spend more time in discovering complex rules and forms through meaningful task. I believe existing literature corresponds to the findings since adults have more developed cognitive abilities while implicit methods may lead to errors in induction of the grammar structures and rules thus limiting learning. Macaro, E & Masterman, L. (2006). “Does intensive explicit grammar instruction make all the difference”? Journal of language teaching research, 10, pp 297–327. The authors research study investigates the impact of explicit grammar instruction on grammatical knowledge and writing proficiency in First-year students of French at a UK University. The article claims previous research has concluded that explicit grammar instructions lead to gains in grammar-related tasks. The study sought to establish if intensive course in explicit French grammar improves grammatical knowledge and reduces production errors and if such improvement is sustained in the longer period. The study methodology entailed 12 students with explicit intervention and 10 experimental students without explicit intervention who were supposed to join First year. The participants were tested three times over a period of five months and results compared with the group without any intervention. Non-parametric tests were conducted as Kolmogorov-Smirnov test should non-normal distribution of the group sample, but normal distribution within each group. Grammar tests were administered and judgments were done according to examples, scoring on sentence errors, structure, translation and narrative composition. Mean and standard deviation of the scores was calculated and showed that intervention groups’ ability to correct errors improved significantly unlike the comparison’s group scores in error correction. The results indicate that explicit instructions lead to gains in certain aspects of grammar, but not in the accuracy of free composition or translation. The intensive grammar course did not minimise production errors as intervention group failed to outperform comparison group in translation course. I believe the article offers valuable information on the effects of explicit grammar instructions in English grammar learning, but such evidence is not conclusive since it does not identify why learners do not acquire accurate translation skills. The researchers acknowledged limitations in lack of control of other variables that may influence the outcomes of the research such as quality and quantity of self-study as the students were preparing to join University. Morgan-Short, K., Steinhauer, K., Sanz, C., & Ullman, M. (2012). “Explicit and implicit second language training differentially affect the achievement of native-like brain activation patterns”. Journal of Cognitive Neuroscience, 24(4), pp 933-947. The research study examined the explicit and implicit second language training differentially affect achievement of native-like brain activation patterns. The methodology entailed 42 healthy adults who were randomly assigned explicit or implicit training groups to learn an artificial language similar to Romance languages. The experimental design comprised of questionnaires, computer-based game and practice through implicit and explicit language training. Behavioral response analysis was conducted using global ANOVA. The findings indicated that explicit and implicit trained groups do not differ at low or high proficiency. Electrophysiological (ERP) measures revealed differences between groups’ neutral activity at both proficiency levels in syntactic violations, unlike explicit trained groups. The results indicate both trainings yield comparable performance outcomes, but test session interactions point out that implicit training has potential of yielding better gains towards high proficiency. The findings confirm the popular view the immersion of English grammar is better than classroom training for high proficiency thus contracting the behavioral studies. The results pointed out neural measures produce differences in brain processing for L2 students thus early stages of L2 learning and syntactic processing depends on declarative memory and semantic mechanisms. I was interested in this article since it provides useful literature on whether the age of the learner determines the effectiveness of either implicit or explicit methods of instruction. According to available literature, it is widely believed that adults do not learn foreign language as children learn their first language since they do not rely on native-language brain mechanisms. The research aims at examining longitudinally if explicit instruction and implicit training differently affect behavioural and electrophysiological measures of syntactic processing. I concur that minimising explicit knowledge leads to processing dependency on procedural memory. Salehi, M. (2011). “The effects of explicit versus implicit instructions: a case for apology and request speech acts”, 2011 International Conference on Language, literature and linguistics IPEDR vol. 26 (2011), pp 467-470. The article investigated the effect of explicit and implicit teaching of the speech acts of apologies and requests. Explicit learning entails memorizing successive rules as learners are conscious of learning unlike implicit learning.The research involved a sample of 40 students from two general English classes and a discourse completion test with 20 situations of request speech acts. The test consisted of grammar, idioms, vocabulary and reading comprehension. There was a control group and t-test analysis was used in data analysis to gauge the gains from the different groups. The findings indicated that the explicit group was not superior than implicit group. The control group outperformed experimental group and mean differences were insignificant. The author concluded that instructions did affect the pragmatic competence of learners since the mean scores of the control and experimental groups improved. The group that received implicit instructions showed more competence than received explicit instructions. The findings point out that the environment especially watching TV shows could have boosted the pragmatic competence. The author concludes that instructions must be included in English and University learning. I believe the study is essential in understanding effective learning strategies for L2 speakers, and if implicit and explicit learning methods yield same language and literacy abilities for English learners. The research uses a simple methodology and ignores the impact of age on English learning. However, I believe the study will be essential in carrying out further research on impact of implicit and explicit instructions on English grammar students and useful learning strategies. Sun, R., Slusarz, P & Terry, C. (2005). “The interaction of the explicit and the implicit in skill learning: a dual-process approach”, Psychological review, Vol 112 (1), pp 159-192. The authors use a dual process approach by examining the interaction between explicit and implicit learning in skills learning. The article argues that an integrative approach should take in to account both methods. The researchers seek to understand how two types of knowledge interact during skilled performance and how knowledge develops alongside each other. The researchers also seek how to capture explicit and implicit processes in computational terms and how bottom-up learning is realized computationally. The article asserts that verbalization and explicit knowledge may hinder implicit learning in some conditions especially complex artificial grammar. The study relies on a model that entails both implicit and explicit processes in order to determine the interaction of the skills. The model has two representational levels that outline different methods of interaction of the skills as evidenced by prior scientific studies. In addition, the model incorporates statistical analysis using the Q-learning-backpropagation algorithm (QBP) and rule-extraction-refinement. The results emphasise learning through interaction of both implicit and explicit methods. Although the study is useful in advancing research in this field, I feel that the models and data collection methods in the analysis are too complex and may entail trial and error. The model needs advanced skills in statistical computations to understand. However, the study offers clear interpretation on how implicit and explicit methods interact to advance English learning. Reber, S. (2008). “Implicit learning and tacit knowledge”, Journal of experimental psychology, Vol 118, 219-234. Arthur Reber examined the phenomenon of implicit learning processes and acquisition of knowledge without the conscious processes. The author argues that implicit learning entails unconscious process and abstract knowledge through induction of the structure that the stimulus environment displays. The authors assert that implicit systems are robust during disasters and serious deficits of conscious such as cases of amnesia and blind sight since the cognitive processes are a function of evolutionary older and thus have greater resistance to conscious deficits than explicit processes. The study utilizes secondary research literature from several leading psychologists. The article considers previous experimental studies and comparisons of explicit and implicit learning mental processes. The research findings indicated that implicit learning produces tactic knowledge that is representative and abstract of the environment. The research confirms that such knowledge is acquired independently of conscious efforts to learn and can solve problems or make decisions about novel stimulus circumstances. I felt interested in this research source since it discusses valuable literature on implicit knowledge acquisition and whether is a viable method in English grammar instructions. I believe the article is critical in literature review on implicit learning and explicit learning characteristics and how individuals gain knowledge. I agree with the authors that implicit learning entails unconscious processes and lead to tactic knowledge. Rose, K. (2005). “on the effects of instruction in second language pragmatics, System, Vol 33, pp 384-397. The study effects of different instructional strategies for second language pragmatic learning. The research is motivated by the existing view that simple exposure to language is insufficient for learning and that learners’ characteristics matter in the efficiency of learning. The study focuses on pragmatic comprehension variables such as target audience, age, educational context and proficiency. The authors assert that young learners require different instructional measures and strategies to cater for the learning of second language pragmatics. The aim of the research is to know whether pragmatics are amenable to instruction and whether second language instruction makes a difference. The study considers whether pedagogical intervention (exposure) will lead to better learning than instructions. The study utilizes secondary research literature and previous research findings on impact of the learning strategies and method on learning pragmatics. The study is detailed and offered useful information on whether implicit and explicit learning methods differ in their effect on literacy and language abilities among second language English learners. I am convinced that the study is logical and confirms popular view on implicit and explicit learning. The research questions are clear and detailed secondary research on previous studies has been included in the article. Although the research does not include quantitative analysis through data collection and experiments thus limiting its reliability, I believe it is useful in understanding the implicit and explicit learning strategies that are useful in second language acquisition. Read More