This article presents results from a recent study that isolated grammar instruction that is deductive (i.e., involving rule presentation and metalinguistic information) as a variable and contrasted it with an instructional treatment that is inductive (i.e., focusing on form with no explicit grammar instruction). The effectiveness of these two types of instruction was compared on measures of bot...

Evidence of children’s sensitivity to statistical features of their input in language acquisition is often used to argue against learning mechanisms driven by innate knowledge. At the same time, evidence of children acquiring knowledge that is richer than the input supports arguments in favor of such mechanisms. This tension can be resolved by separating the inferential and deductive components...

this study was designed to investigate the effect of grammar and vocabulary pre-teaching, as two types of pre-reading activities, on the iranian efl learners’ reading comprehension from a schema–theoretic perspective. the sample consisted of 90 female students studying at pre-university centers of isfahan.  the subjects were randomly divided into three equal-in-number groups. they participated ...

The Grammar Translation Method and the Communicative Approach have both played important roles in grammar teaching. Which is better, the Grammar Translation Method or the Communicative Approach? This paper aims to compare the controllability and feasibility of these two approaches and find out which one is more suitable for grammar teaching in Taiwan. Two classes were selected and taught by the...

Grammatical gender is independent of biological sex for the majority of animal names (e.g., a male giraffe is grammatically treated as feminine). However, there is apparent semantic motivation for grammatical gender classes, especially in mapping human terms to gender classes. This research investigated whether this apparent motivation in mapping between grammar and biological sex affects deduc...

Teacher language awareness and its relationship to pedagogical practice (Andrews, 2003) have been identified as significant contributors to the teaching of grammar. Various TESOL programs teach pedagogical and theoretical grammar in different ways and some focus on specific approaches to grammar teaching, which include systemic functional grammar, transformational grammar, traditional grammar a...

A Collaborative activity is designed and a software tool is developed to support teaching grammar to primary education students. The activity is intended to create interdependencies among students. The software tool helps to implement the activity. Activity and tool were designed for teaching Spanish grammar, but they can be adapted for teaching other languages.

This study aimed to investigate the relative effectiveness of consciousness-raising tasks and structure-based production tasks in comparison with the traditional teaching in learning comparative and superlative forms, following a task-based approach to teaching English grammar. To this end, from among 82 female elementary-level high school students having taken a Solutions Placement Test (2010)...