1. EAP Practice and Second Language Research
Dr Dina Awad

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

3. 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

4. I mention grammatical rules to explain or correct errors.

5. 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

6. I encourage the use of dictionaries in reading tasks

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

8. I allow students to use bilingual dictionaries

9. 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

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

11. 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

12. I underline grammar mistakes in written assignments

13. 2nd most effective Repair Longest lasting effect Marginal Teacher
Self
Longest lasting effect
Peer
2nd most effective
Teacher
Marginal
Correction

14. 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

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

16. 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

17. 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

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

19. 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

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

21. I explain why an expression is wrong by providing correct examples

22. 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]

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

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

25. 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

26. Thank you