The Impact of explicit instruction of grammar rules on the promotion of pupil'l grammatical encoding automaticity
| dc.contributor.author | Reguig, Somia | |
| dc.contributor.author | Melgani, Haroun | |
| dc.date.accessioned | 2018-06-25T11:18:41Z | |
| dc.date.available | 2018-06-25T11:18:41Z | |
| dc.date.issued | 2015 | |
| dc.description.abstract | Looking for the suitable teaching method is the goal for many educators who aspire to promote and accelerate their learners' acquisition and learning processes. This exploratory study seeks to examine the impact of explicit grammar instruction on promoting the pupils' grammatical encoding automaticity. It is hypothesized that if pupils are taught grammar rules, particularly, conditionals explicitly, their automaticity of the grammatical encoding will be promoted. In order to test this hypothesis, an experimental study was executed with the corporation of sixty second year pupils in Souladj Said high school at Sigus during the scholar year 2014-2015. Pupils were randomly selected and divided into three groups: Treatment group 1, Treatment group 2 and Control group. The pupils in these latter groups were firstly pre-tested to settle their standard of grammar before the treatment stage implementation; significantly undertaking four different aimed exercises related to conditionals. Then the pupils of the treatment group 1 and 2 were engaged in the treatment stage during a period of three weeks of nine sessions. The pupils of the treatment group 1, before practicing, were asked to infer the grammatical rules, namely, conditionals type 3, 2, 1, 0, respectively from a clear input. While the pupils of the treatment group 2 were focused on meaning in given passages to derive the conditional types then practiced. As soon as the treatment completed, the three groups were post-tested tackling the same test type. After that, the pre-test and the post-test were compared. The results secured from the post-test proved that explicit grammar instruction contributes in enhancing the pupils' automaticity of accurate word selection and assembly. Besides, it was demonstrated that practice cannot contribute to knowledge automatization if grammatical rules are taught implicitly. Thus, some suggestions and pedagogical implications provided for teachers were designed on the basis of the results that were obtained from the post-test. | ar |
| dc.identifier.uri | http://hdl.handle.net/123456789/3467 | |
| dc.language.iso | en | ar |
| dc.publisher | university of Oum El Bouaghi | ar |
| dc.subject | Teaching : english : EFL : grammar | ar |
| dc.title | The Impact of explicit instruction of grammar rules on the promotion of pupil'l grammatical encoding automaticity | ar |
| dc.title.alternative | case of second year high school Sigus | ar |
| dc.type | Other | ar |