Teacher- and Learner-Led Discourse in Task-Based Grammar Instruction: Providing Procedural Assistance for L2 Morphosyntactic Development

This study compares quantitative and qualitative results for task‐based second language (L2) grammar instruction conducted as whole‐class, teacher‐led discourse (TLD) versus small‐group, learner‐led discourse (LLD). Participants included 78 English‐speaking adults from six university classes of begi...

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Bibliographic Details
Published in:Language learning 2008-06, Vol.58 (2), p.237-283
Main Author: Toth, Paul D.
Format: Article
Language:English
Subjects:
anticausativity
classroom research
Comparative Analysis
Control Groups
Education. Teaching
English
Grammar
Higher Education
instructed SLA
L2 Spanish
Language instruction
Language Processing
learner discourse
Linguistics
Morphology (Languages)
Native Speakers
Pretests Posttests
proceduralization
Production and comprehension processes
Psycholinguistics
Psychology of language
pushed output
Qualitative Research
scaffolding
Second Language Instruction
Second Language Learning
Spanish
Statistical Analysis
Syntax
task-based instruction
teacher-led discourse
Teaching Methods
Transcripts (Written Records)
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Summary:This study compares quantitative and qualitative results for task‐based second language (L2) grammar instruction conducted as whole‐class, teacher‐led discourse (TLD) versus small‐group, learner‐led discourse (LLD). Participants included 78 English‐speaking adults from six university classes of beginning L2 Spanish, with two assigned to each treatment (LLD = 25; TLD = 28) and two others comprising a control group (n= 25). Instruction involved seven lessons targeting the anticausative clitic se, with one recorded and transcribed in each treatment. Results on grammaticality judgment and guided production tasks administered as a pretest, posttest, and delayed posttest indicated a stronger performance for TLD learners on both tasks. The transcript data suggest a potential for teachers to facilitate L2 learning by directing attention to target structures and providing procedural assistance for processing output.
ISSN:0023-8333
1467-9922
DOI:10.1111/j.1467-9922.2008.00441.x