Application of Grammatical Judgment Tests to the Measurement of Explicit versus Implicit Knowledge in EFL Classroom
محورهای موضوعی : نشریه زبان و ترجمه
Halimeh Aydin
1
(Kish International Branch, Islamic Azad University, Kish Island, Iran)
Hossein Rahmanpanah
2
(South Tehran Branch, Islamic Azad University, Tehran, Iran)
Ahmad Mohseni
3
(South Tehran Branch, Islamic Azad University, Tehran, Iran)
کلید واژه: explicit instruction, grammatical judgment test, implicit instruction, ungrammatical Judgment Test,
چکیده مقاله :
The distinction between implicit and explicit grammatical knowledge and their distinct roles and contributions to the second language acquisition has been the recent subject of debate among second language acquisition researchers (Ellis, 2004).. To bridge this gap, whereas the first question of this study aimed at appraising the explicit vs. implicit grammar instruction among EFL leaners, further investigation was accomplished to illuminate the relationship between EFL learners’ explicit/implicit grammar knowledge and their general language proficiency. To this end, 40 EFL leaners participated in the first phase of the study. While the participants in the first experimental group received explicit interventional program (Ellis & Worthington, 1994), the second experimental group benefitted from enhanced input instruction (Sharwoodsmith, 1981). The results indicated the superiority of the explicit instruction in developing explicit grammar knowledge among the EFL participants. For the sake of the second phase of the study, a sample population of 140 EFL learners was asked to complete Timed and Untimed Grammatical Judgment Test and the sample TOEFL language proficiency test. A set of correlation coefficients was run and the results revealed that there was no significant correlation between the EFL participants’ implicit knowledge and their language proficiency, while the findings confirmed a statistically significant relationship between EFL learners’ explicit grammar knowledge and the subcomponents of their general language proficiency. The findings have some pedagogical implications for EFL teachers, practitioners, and also material developers.
تمایز بین دانش دستوری ضمنی و صریح و نقش‌ها و مشارکت‌های متمایز آنها در فراگیری زبان دوم موضوع بحث اخیر در میان محققان اکتساب زبان دوم بوده است (الیس، 2004). با این حال، آموزش صریح به ندرت در مقایسه با آموزش ضمنی از نظر توسعه توانایی گرامری و همچنین دسترسی متفاوت دانش گرامری صریح و ضمنی زبان آموزان زبان انگلیسی به مهارت زبان آنها آزمایش شده است. برای پر کردن این شکاف، در حالی که اولین سوال این مطالعه با هدف ارزیابی آموزش گرامر صریح و ضمنی در میان متبحران زبان انگلیسی بود، تحقیقات بیشتر برای روشن کردن رابطه بین دانش گرامر صریح / ضمنی زبان آموزان زبان انگلیسی و مهارت عمومی زبان آنها انجام شد. برای این منظور، 40 دانش‌آموز زبان انگلیسی در مرحله اول مطالعه شرکت کردند. در حالی که شرکت کنندگان در گروه آزمایشی اول برنامه مداخله ای صریح را دریافت کردند (الیس و ورثینگتون، 1994)، گروه آزمایشی دوم از آموزش ورودی پیشرفته بهره بردند (شاروود اسمیت، 1981). نتایج حاکی از برتری آموزش صریح در توسعه دانش گرامر صریح در بین شرکت کنندگان EFL بود. به منظور انجام مرحله دوم مطالعه، از یک جامعه نمونه شامل 140 زبان آموز انگلیسی خواسته شد تا آزمون قضاوت گرامری زمان دار و بدون زمان و آزمون مهارت زبان تافل را تکمیل کنند. مجموعه ای از ضرایب همبستگی اجرا شد و نتایج نشان داد که بین دانش ضمنی شرکت کنندگان EFL و مهارت زبان آنها همبستگی معنی داری وجود ندارد، در حالی که یافته ها رابطه آماری معنی داری را بین دانش دستور زبان صریح زبان آموزان EFL و زیر مؤلفه های عمومی آنها تأیید کرد. مهارت زبانی. این یافته‌ها پیامدهای آموزشی برای معلمان زبان انگلیسی، شاغلین و همچنین توسعه‌دهندگان مواد دارد.
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