EAP Practice and Second Language Research Dr Dina Awad

To explain a new word, I mention its part-of-speech

L2 Research Meta-analysis in form-focussed instruction does not make a positive difference for classroom second language learning. Norris & Ortega (2000) ‘there is no evidence ….. that knowledge about grammar is a useful tool ... to write more fluently and accurately’. Andrews (2005) We are aware of other, more known proposals

I mention grammatical rules to explain or correct errors.

L2 Research There were no significant differences between the “codes” and “no-codes” groups. ‘The less explicit feedback seemed to help students to self-edit just as well as corrections coded by error type’. Ferris & Roberts (2001) 72 ESL Ss/ 3 groups/ 2 with feedback: (1 underlined + 1 Error codes) and ONE no feedback group

I encourage the use of dictionaries in reading tasks

Dictionary use per skill RECEPTIVE Stored in long-term memory PRODUCTIVE Expands active vocabulary Reduces deduction and inference obstructs guessing & hypothesis formation

I allow students to use bilingual dictionaries

L2 Research Bilingual dictionary use is inevitable 200 million use Google translate Most students prefer bilingual dictionaries Hamouda (2013), Hanks (2016) ‘there are important respects in which even the best monolingual dictionary cannot assist a foreign language learner’ Lew & Adamska-Sałaciak (2015) it is happening and it will continue to happen

I encourage students to infer the meaning without dictionaries 2000 core vocabulary is more important AWL number 1 is more important

L2 competence study Without dictionaries With dictionaries 47.45% Pre-test 48.53% Post-test 50.44% Without dictionaries 47.45% 73.76% Pitchard and Nasr 2004 Students Negotiate meaning

I underline grammar mistakes in written assignments

2nd most effective Repair Longest lasting effect Marginal Teacher Self Longest lasting effect Peer 2nd most effective Teacher Marginal   Correction

Correction-free teaching Trustcott (1999) L2 Research Teachers should consider Correction-free teaching Trustcott (1999) Exposure / content-based input / meaningful production opportunities/ Task-based teaching/ self-repair / peer repair/ motivation / positive feedback

I encourage students to do extra grammar exercises at home. Is it working? Similar errors repeated?

Knowing about language L2 Research Knowing about language Knowing language Form Meaning Knowing language Knowing about language Meaning Form Does it lead to? Vanpatten (2004) book: Form-meaning connections

L2 Research Knowledge about Grammar improves performance ………. in grammar tests Awareness of grammatical rules helps corrections in process writing Explicit information may not necessarily facilitate second language acquisition Sanz & Morgan-Short (2004) Native speakers are not consciously aware of the grammar they are using

I encourage students to read stories and listen to radio at home This is encouraging But I can’t believe some answered ‘Never’

L2 Research Vocabulary is more memorable in meaningful contexts when reader/listener is fully engaged Automated synthesis of information closes the gap between known and unknown items

L2 Research xxxxxxxxxxAxxxxxxxxxxBxxxxxxxxxxxxxxxxxxxxxxxxCxxxxxxxxxxxxxxxxxxxxxxxxxBxxxxxxxxxxxxxxxxxxAxxxxxxxxxxDxxxxxxxxxxCxxxxxxxxxxxxxxxxxxxxxxAxxxxxxxxxxxxBxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxDxxxxxxxxxxxxxxxxxxxAxxxxxxxxxxxxxxxxxxxxxxxxxCxxxxxxxxxxxxxxxxxxBxxxxxxxxxxxxxxxxxD Deduction/ inference / hypotheses formation / trial and error/ linguistically feasible & valid

I explain why an expression is wrong by providing correct examples

L2 Research Provision of positive evidence and implicit feedback … was sufficient to allow learners to take in the target form. Sanz & Morgan-Short (2004) 4 Groups learning Spanish [+/- Explanation] and [+/-Explicit Feedback]

I explain why a word is wrong by clarifying its meaning.

L2 Research Longer elaboration longer retention Laufer and Hulstjin (2001) Personal examples are more memorable Triggers deeper processing and longer retention

Recommendations Knowledge of parts of speech is not conducive to error-free production Corrective feedback from teachers has marginal influence Bilingual dictionaries are more effective in writing and speaking tasks Exposure to non-academic discourse is equally important for EAP learners In real time processing

Thank you