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E-raamat: impact of socio-cultural learning tasks on students' foreign grammatical language awareness: A study conducted in German post-DESI EFL classrooms

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impact of socio-cultural learning tasks on students' foreign grammatical language awareness: A study conducted in German post-DESI EFL classroomsSuurem pilt

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The book illuminates how socio-cultural learning tasks are developed and implemented in EFL classrooms. Their learning potential in terms of students’ foreign grammatical language awareness is evaluated against the backdrop of the PPP teaching and learning approach. SCLTs prove to be a promising concept for future EFL teaching and learning.

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.
Introductory remarks 13(4)
List of Tables and Figures
15(2)
Preface 17(4)
1 Introduction
21(4)
1.1 Incentive for this dissertation
21(1)
1.2 The DESI study
21(1)
1.3 DESI and its conceptualization of "language awareness"
21(1)
1.4 DESI and "language awareness" -- results
22(3)
2 Aims and objectives
25(26)
2.1 DESI within the scope of this dissertation
25(4)
2.1.1 Sample groups
25(1)
2.1.2 DESI and its results -- teachers' perspectives
26(1)
2.1.3 DESI and its results -- learners' perspectives
27(2)
2.1.4 Precis
29(1)
2.2 The DESI test in forms 9b and 9c
29(6)
2.2.1 Test format and implementation
30(1)
2.2.1.1 Test results
31(1)
2.2.1.1.1 Test results 9b
31(2)
2.2.1.1.2 Test results 9c
33(1)
2.2.1.2 Comparison and evaluation of test results
34(1)
2.2.2 "Grammatical language awareness" -- narrowing down the matter
35(1)
2.2.3 Practical aim
35(1)
2.3 DESI and its explanatory assumptions
35(2)
2.3.1 The role of self- and peer- correction
35(1)
2.3.1.1 The role of autonomous language production, self- and peer- correction -- teachers' perspectives
35(2)
2.3.1.2 Precis
37(1)
2.4 Perspectives on teaching, learning, and the language learner
37(11)
2.4.1 Investigating teachers' perspectives
37(1)
2.4.1.1 The language learner
38(1)
2.4.1.2 Learning a foreign language
39(1)
2.4.1.3 Teaching a foreign language
40(1)
2.4.1.4 Precis
41(1)
2.4.2 The researcher's perspective
42(1)
2.4.3 Teachers' perspectives and classroom realities
43(1)
2.4.4 Investigating students' perspectives
44(1)
2.4.4.1 Affective factors and motivation
44(1)
2.4.4.2 Teaching and learning
45(2)
2.4.4.3 Precis
47(1)
2.4.5 Alternative explanatory assumption
47(1)
2.5 Theoretical aim
48(1)
2.6 Research question and hypothesis
49(2)
3 Theoretical framework
51(104)
3.1 PPP -- a traditional teaching and learning method
51(5)
3.1.1 Definition and theoretical rationale
51(4)
3.1.2 Precis
55(1)
3.1.3 Implications of PPP
55(1)
3.2 Task-based language teaching and learning (TBLT/L)
56(16)
3.2.1 Task definition
57(2)
3.2.2 Task definition -- the researcher's perspective
59(1)
3.2.3 Theoretical rationale
60(8)
3.2.4 Task-supported language teaching and learning (TSLT/L)
68(2)
3.2.5 Precis
70(1)
3.2.6 Implications of TBLT/L and TSLT/L
71(1)
3.3 "Tasks" and the teaching of grammar
72(8)
3.3.1 General concepts
72(3)
3.3.2 Specific task types
75(3)
3.3.3 Precis
78(1)
3.3.4 Implications of the intersection of "grammar" and "tasks"
79(1)
3.4 Where TBLT/L meets socio-cultural theory
80(9)
3.4.1 Language and language learning
80(6)
3.4.2 Task research and socio-cultural theory
86(2)
3.4.3 Precis
88(1)
3.5 Where socio-cultural theory meets TBLT/L
89(4)
3.5.1 Language learning
89(3)
3.5.2 Socio-cultural theory and task research
92(1)
3.5.3 Precis
93(1)
3.6 The interplay of TBLT/L and socio-cultural theory - unmet challenges
93(3)
3.6.1 Different research foci
93(1)
3.6.2 Attempts to combine different research foci
94(1)
3.6.3 Implications of "unmet challenges"
95(1)
3.7 Major tenets of socio-cultural theory
96(27)
3.7.1 Establishing the basis of socio-cultural theory - L. S. Vygotsky
96(11)
3.7.2 Precis
107(1)
3.7.3 Extensions of Vygotsky's work -- P. J. Galperin
107(1)
3.7.3.1 On "internalization"
108(1)
3.7.3.2 The "stage-by-stage formation of mental actions"
108(4)
3.7.3.3 On the use of "schemes"
112(2)
3.7.3.4 Precis, critical reflection and implications
114(1)
3.7.3.5 Pedagogic implications
115(1)
3.7.4 A.N., A.A. and D.A. Leontiev
116(2)
3.7.5 Refining the use of "external aids" -- A.R. Luria
118(3)
3.7.6 "Thinking in a foreign language" -- B.V. Belyayev
121(1)
3.7.7 Implications of socio-cultural theory
122(1)
3.8 Constructs to be measured
123(32)
3.8.1 Reported Speech
124(1)
3.8.1.1 Reported Speech in the official teaching curriculum
124(1)
3.8.1.2 Reported Speech in authentic and pedagogic grammars
125(1)
3.8.1.3 Reported Speech in the main study tests
126(2)
3.8.2 Implicit and explicit knowledge
128(8)
3.8.2.1 Implicit and explicit Reported Speech knowledge
136(2)
3.8.3 Measurement of implicit and explicit knowledge
138(4)
3.8.3.1 Measurement of implicit and explicit Reported Speech knowledge
142(2)
3.8.4 Ways of expressing the past
144(1)
3.8.4.1 Past Tenses in the official teaching curriculum
144(1)
3.8.4.2 Past Tenses in authentic and pedagogic grammars
145(2)
3.8.4.3 Past Tenses in the main study tests
147(1)
3.8.5 Implicit and explicit Past Tenses knowledge
147(1)
3.8.6 Measurement of implicit and explicit knowledge
148(2)
3.8.6.1 Measurement of implicit and explicit Past Tenses knowledge
150(5)
4 Development of stimulus material for the main study
155(24)
4.1 Major Insights from the pilot study
156(1)
4.2 Reported Speech "socio-cultural learning tasks"
157(2)
4.2.1 "Task" components
157(1)
4.2.2 "Socio-cultural" components
158(1)
4.3 Past Tenses "socio-cultural learning tasks"
159(6)
4.3.1 "Task" components
159(5)
4.3.2 "Socio-cultural" components
164(1)
4.4 Emphases of "task-" and "socio-cultural" components
165(1)
4.5 Reported Speech PPP
166(1)
4.6 Past Tenses PPP
167(4)
4.7 Development of pre-, post-, and delayed post-tests
171(2)
4.7.1 Test trials
171(1)
4.7.2 Item analyses
171(2)
4.8 Ways of measurement reconsidered -- a critical reflection
173(6)
5 PPP and SCLTs put to the test -- the main study
179(48)
5.1 Objectives
179(1)
5.2 Overall design
180(1)
5.3 Sampling procedures
181(11)
5.3.1 Sample groups
186(1)
5.3.1.1 The treatment group
186(1)
5.3.1.2 The control group
186(1)
5.3.1.3 The role as a teacher-researcher
187(5)
5.4 Implementation of stimulus material
192(12)
5.4.1 Past Tenses in the treatment group
193(1)
5.4.1.1 Lesson one
193(1)
5.4.1.2 Lesson two
194(1)
5.4.1.3 Lesson three
195(1)
5.4.1.4 Lesson four
195(1)
5.4.2 Past Tenses in the control group
196(1)
5.4.2.1 Lesson one
196(1)
5.4.2.2 Lesson two
197(1)
5.4.2.3 Lesson three
197(1)
5.4.2.4 Lesson four
198(1)
5.4.3 Reported Speech in the treatment group
198(1)
5.4.3.1 Lesson one
198(1)
5.4.3.2 Lesson two
199(1)
5.4.3.3 Lesson three
200(1)
5.4.3.4 Lesson four
201(1)
5.4.4 Reported Speech in the control group
202(1)
5.4.4.1 Lesson one
202(1)
5.4.4.2 Lesson two
202(1)
5.4.4.3 Lesson three
203(1)
5.4.4.4 Lesson four
203(1)
5.5 Scoring systems
204(3)
5.5.1 Scoring system Reported Speech
204(1)
5.5.1.1 Implicit knowledge
204(1)
5.5.1.2 Explicit knowledge
204(1)
5.5.2 Scoring system Past Tenses
205(1)
5.5.2.1 Implicit knowledge
205(1)
5.5.2.2 Explicit knowledge
206(1)
5.6 Statistic analyses -- general remarks
207(1)
5.7 Statistic analyses -- results
208(8)
5.7.1 Reported Speech implicit knowledge
208(2)
5.7.2 Reported Speech explicit knowledge
210(2)
5.7.3 Precis
212(1)
5.7.4 Past Tenses implicit knowledge
213(1)
5.7.5 Past Tenses explicit knowledge
214(2)
5.7.6 Precis
216(1)
5.8 Statistic results revisited
216(11)
5.8.1 Research questions and hypotheses revisited
216(2)
5.8.2 Causal explanations
218(3)
5.8.3 Alternative causal explanations
221(6)
6 Theoretical and practical implications
227(14)
6.1 Theoretical and practical aims reconsidered
227(1)
6.2 External validity and replication
228(8)
6.2.1 External validity denned
228(4)
6.2.2 Threats to external validity
232(1)
6.2.3 Ways to approach external validity
233(3)
6.3 Implications, research ethics and further research desiderata
236(3)
6.4 Concluding remarks
239(2)
Appendix
241(36)
Chapter 2
241(7)
Teacher questionnaire
241(4)
Student questionnaire
245(3)
Chapter 3
248(2)
Relation of implicit and explicit scores
248(1)
Treatment group Past Tenses
248(1)
Control group Past Tenses
249(1)
Chapter 4
250(16)
Treatment group Reported Speech worksheet 1 (=control group text 1)
250(1)
Treatment group Reported Speech worksheet 2 (=control group text 2)
250(1)
Treatment group Reported Speech worksheet 3 (=control group text 3)
250(1)
Treatment group Reported Speech worksheet 4 (=control group text 4)
251(1)
Treatment group Reported Speech "external aids"
252(1)
Control group Past Tenses worksheet 1
253(2)
Control group Past Tenses worksheet 2
255(1)
Control group Past Tenses worksheet 3
256(1)
Control group Past Tenses worksheet 4
256(2)
Control group Past Tenses transparency
258(1)
Results of item analyses
258(1)
Final test version Past Tenses
258(1)
Final test version Reported Speech
259(1)
Final Reported Speech test
259(2)
Final Past Tenses test
261(5)
Chapter 5
266(11)
Validation questionnaire
266(1)
Treatment group Past Tenses worksheets 2
267(2)
Treatment group Past Tenses worksheets 3
269(3)
Treatment group Past Tenses transparency
272(1)
Treatment group Past tenses worksheets 4
273(3)
Treatment group Reported Speech transparency
276(1)
Index of acronyms 277(2)
References 279(14)
Further readings 293
Heike Niesen has been teaching English and German linguistics and literature since 2006. She received her PhD at the University of Luxembourg in 2014. As a teacher-researcher she is particularly interested in practical and theoretical issues of EFL teaching and learning, lexical semantics, pragmatics and neurolingustics.
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