Rule difficulty
Teachers’ intuitions and learners’ performance
Bibliographic Data
| ID | 20404040 |
|---|---|
| Authors | Pawel Scheffler (0000-0002-8130-8095, Adam Mickiewicz University in Poznań, corresponding author) |
| Year | 2011 |
| Volume | 20 |
| Issue | 3 |
| Pages | 221-237 |
| Publication date | 2011-08-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Awareness (JOURNAL) |
| Journal identifiers | ISSN: 0965-8416 • E-ISSN: 1747-7565 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09658416.2011.570349 |
| OpenAlex | W2105949217 |
| Language | EN |
| Citations received | 4 |
| References cited | 27 |
The need for some form of explicit grammar instruction is recognised in most current approaches to second language teaching. Since the usefulness of explicit instruction is at least to some extent dependent on the difficulty of the rules that are taught, an important question for teachers is whether their judgements of rule difficulty are reliable. This study investigates the question of whether there is a significant relationship between the teachers’ assessment of rule difficulty and the learners’ ability to produce controlled output based on explicit rules. In the study, 25 Polish teachers of English were asked to evaluate the difficulty of 12 pedagogical rules of English grammar. Subsequently, 50 Polish learners of English were asked to produce example sentences based on the same rules. To test the null hypothesis of no significant relationship, a Spearman rank-order correlation coefficient was calculated (rs = −0.9). The results were found to be significant (p < 0.01 for a two-tailed test). They are discussed in terms of what they mean for the process of selecting rules for explicit instruction
Grammar · Linguistics · Mathematics education · Rank correlation · Spearman's rank correlation coefficient · Statistics · EFL/ESL Teaching and Learning · Mathematics · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Principles and practice in second language acquisition
Declarative and Procedural Determinants of Second Languages
Functionalism and Grammar
The Handbook of Second Language Acquisition
Measuring Implicit and Explicit Knowledge of a Second Language
Implicit and Explicit Learning
At the Interface
Learning Simple and Complex Second Language Rules Under Implicit, Incidental, Rule-Search, and Instructed Conditions
Theoretical and Empirical Issues in the Study of Implicit and Explicit Second-Language Learning
Implicit and Explicit Grammar
The Selective Impact of Classroom Instruction on Second-language Acquisition
Metalinguistic Knowledge and Language Use in Acquisition-poor Environments
Modelling Learning Difficulty and Second Language Proficiency
Consciousness-Raising and the Second Language Learner1
Consciousness-Raising and the Second Language Learner
The Role of Consciousness in Second Language Learning1
Markedness in Grammar
What Makes Learning Second‐Language Grammar Difficult? A Review of Issues
Studies in second language acquisition
Towards a unified account of the representation, processing and acquisition of second language knowledge
Papers and Studies in Contrastive Linguistics
Explicit and Implicit Judgements of L2 Grammaticality
Effectiveness of L2 Instruction
| Unique citing works | 4 |
|---|---|
| Citations per year | 0.33 |
| Citation span | 2014 - 2025 (12) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |