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Enhancing the quality of life in lifelong learners: The influence of a meaning-order approach to pedagogical grammar on motivation and self-efficacy
Applied Linguistics Review ( IF 3.063 ) Pub Date : 2020-03-26 , DOI: 10.1515/applirev-2017-0095
Ryan W. Smithers 1 , James W. Gray 2
Affiliation  

Abstract The purpose of this study is to outline how a practitioner puzzling over the appropriateness of grammar instruction for an English as a foreign language (EFL) class of 11 adults, aged 56 to 78, used the Exploratory Practice (EP) framework to try and enhance the quality of life for these learners learning English as a hobby in Japan. More specifically, this case study sought to come to an understanding of whether the quality of older learners’ lives could be positively influenced through grammar instruction via a meaning-order approach to pedagogical grammar (MAP Grammar). The results demonstrated that older learners benefited from grammar instruction, specifically, MAP Grammar instruction. Furthermore, the quality of their lives was enhanced because, after training in MAP Grammar, these lifelong learners developed stronger self-efficacy beliefs and became more motivated to study EFL. Therefore, teachers who teach older language learners should try incorporating MAP Grammar instruction as part of their pedagogies to see if their practices can also be positively affected.

中文翻译:

提高终身学习者的生活质量:意义顺序教学法语法对动机和自我效能的影响

摘要本研究的目的是概述从业人员如何迷惑语法教学对11岁(年龄在56至78岁的成年人)英语作为外语(EFL)课的适用性,并使用探索性练习(EP)框架来尝试和提高这些学习者在日本业余爱好英语的生活质量。更具体地说,本案例研究试图了解是否可以通过意义顺序教学法语法(MAP语法)通过语法教学对年长学习者的生活质量产生积极影响。结果表明,年龄较大的学习者受益于语法教学,特别是MAP语法教学。此外,由于在接受MAP语法培训后,他们的生活质量得到了提高 这些终身学习者发展了更强的自我效能感信念,并变得更有动力学习EFL。因此,教年龄较大的语言学习者的教师应尝试将MAP语法教学纳入他们的教学法中,以查看其行为是否也能受到积极影响。
更新日期:2020-03-26
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