INVESTIGATING SUBJECTIVE GRAMMAR DIFFICULTY IN ADVANCED GRAMMAR TEST
A PERSPECTIVE FROM TEFL MASTER CLASS IN INDONESIA
Keywords:
grammar difficulty, metalinguistic knowledge, cognition, explicit knowledge, metalanguage
Abstract
As language teachers and language scholars, many of us don’t realize that knowledge about language and grammar difficulty is like a double-edged sword. Unfortunately, grammar difficulty, as an unforeseen edge, has various uncovered variables that may benefit language learners. Therefore, our qualitative study aims to explore this issue by questioning the kinds of grammar difficulties confronted by master TEFL students in the context of a grammar test.
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Scheffler, P. and M. Cinciala (2011). "Explicit grammar rules and L2 acquisition." ELT Journal 65(1): 13-23.
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Shiu, L. J. (2011). EFL Learners' Perceptions of Grammatical Difficulty in Relation to Second Language Proficiency, Performance, and Knowledge. Graduate Department of Curriculum Teaching and Learning. Toronto, University of Toronto. Doctor of Philosophy.
Silva, L. H. R. (2017). The role of cognitive individual differences and learning difficulty in instructed adults’ explicit and implicit knowledge of selected L2 grammar points: A study with Mexican learners of English. Language and Linguistics. Essex, University of Essex. PhD.
Williams, J. D. (2005). The Teacher's Grammar Book. Mahwah, Lawrence Erlbaum Associates.
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Anderson, J. R. (2015). Cognitive Psychology and Its Implication. New York, Worth Publishers.
Creswell, J. W. (2007). Qualitative Inquiry & Research Design: Choosing Among Five Approach. Thousand Oaks, Sage Publications.
DeCapua, A. (2008). Grammar for Teachers: A Guide to American English for Native and Non-Native Speakers. New York, Springer.
Dehgani, A. P., M. S. Bagheri, et al. (2016). "Investigating Difficulty Order of Certain English Grammar Features in an Iranian EFL Setting." International Journal of Linguistics 6(6): 209-220.
DeKeyser, R. (2003). Implicit and Explicit Learning. The Handbook of Second Language Acquisition. C. J. Doughty and M. H. Long. Oxford, Blackwell: 313-348.
DeKeyser, R. (2005). "What Makes Learning Second Language Grammar Difficult? A Review of Issues." Language Learning 55: 1-25.
Downing, A. and P. Locke (2006). English Grammar: A University Course. New York, Routledge.
Ellis, R. (2004). "The Definition and Measurement of L2 Explicit Knowledge." Language Learning 54(2): 227-275.
Ellis, R. (2006). "Modelling Learning Difficulty and Second Language Proficiency: The Differential Contributions of Implicit and Explicit Knowledge." Applied Linguistic 27(3): 431-463.
Ellis, R. (2008). "Investigating grammatical difficulty in second language learning: Implications for second language acquisition research and language testing." International Journal of Applied Linguistics 18(1): 4-22.
Ellis, R. and C. Roever (2018). "The measurement of implicit and explicit knoweldge." The Language Learning Journal: 1-16.
Graus, J. and P.-A. Coppen (2015). "Defining grammatical difficulty: a student teacher perspective." Language Awareness 24(2): 101-122.
Graus, J. and P. A. Coppen (2018). "Influencing Student Teacher Grammar Cognition: The Case of Incongruous Curriculum." The Modern Language Journal 0(0): 20.
Hulstijn, J. H. and R. D. Graaff (1994). "Under What Conditions Does Explicit Kowledge of a Second Language Facilitate the Acquisition of Implicit Knowledge? A Research Proposal." AILA Review 11: 98-112.
Saengboon, S. (2017). "English Grammar and Thai University Students: An Insurmountable Linguistic Battle?" English Language Teaching 10(11): 22-36.
Scheffler, P. and M. Cinciala (2011). "Explicit grammar rules and L2 acquisition." ELT Journal 65(1): 13-23.
Schneck, A. (2021). "Defining grammatical difficulty to make better choices about corrective feedback: A meta analysis of Persian EFL learners." SAGE Open 11(3): 1-13.
Schoonmaker, A. and K. L. Purmensky (2019). "The Case for Grammar: What Preservice Teachers Need to Know about Metalinguistic Awareness." Journal of English Learner Education 9(1): 1-17.
Shiu, L. J. (2011). EFL Learners' Perceptions of Grammatical Difficulty in Relation to Second Language Proficiency, Performance, and Knowledge. Graduate Department of Curriculum Teaching and Learning. Toronto, University of Toronto. Doctor of Philosophy.
Silva, L. H. R. (2017). The role of cognitive individual differences and learning difficulty in instructed adults’ explicit and implicit knowledge of selected L2 grammar points: A study with Mexican learners of English. Language and Linguistics. Essex, University of Essex. PhD.
Williams, J. D. (2005). The Teacher's Grammar Book. Mahwah, Lawrence Erlbaum Associates.
Xu, J. and C. Li (2021). "The effects of the timing of form-focused instruction on EFL learners’ learning of difficult and easy grammatical features: A comparative study." System 101(102612): 1-12.
Published
2023-12-18
Section
Articles
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