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Applying Pedagogical Principles To Grammar Instruction

Shiga Prefectural Adogawa Senior High School, Shiga-ken, Japan

David Beglar

Temple University, Hyogo-ken, Japan

The purpose of this study was to investigate the effectiveness of two experimental methods of teaching the present progressive verb tense based on four instructional principles: teach form-function relations, compare similar grammatical forms, promote learner autonomy, and provide opportunities for generative use. Ninety-nine Japanese first-year high school students participated in the study. A 3 (groups) x 1 (test) Analysis of Variance procedure revealed no statistical differences among the three groups at the beginning of the study; however, both an immediate and a delayed post-test showed statistically significant differences between the control group and the two experimental groups (p < .001). The findings support the idea that a communicative grammar explanation coupled with structure-based communicative tasks designed around specific instructional principles constitutes one effective approach to grammar instruction.

RELC Journal, Vol. 35, No. 1, 105-119 (2004)
DOI: 10.1177/003368820403500108


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