ABSTRACT

This study considers a contextualized approach to grammar instruction, asking: “Does embedded instruction using published authors as mentors improve grammar and usage for young writers?” Twenty-three students in one second-grade classroom participated. Students were taught grammar conventions through use of mentor texts for 45 minutes a day, four to five days a week for nine weeks. Students’ scores on the TGM, a criterion-referenced test of grammar skills, and on the RDGU, a test specific to second-grade grammar standards, showed statistically-significant improvement over the course of the intervention. Results suggest that use of mentor texts is an instructional approach that provides authentic models and increases students’ understanding of the syntax of language. Such an approach contrasts starkly to ineffective methods using worksheets and isolated grammar instruction.

摘要

这项研究考虑了语法教学的情境化方法，并询问：“使用已发表作者作为导师的嵌入式教学是否会改善年轻作家的语法和用法？” 一个二年级教室的 23 名学生参加了比赛。通过每天 45 分钟、每周 4 到 5 天、持续 9 周的辅导课文向学生教授语法惯例。学生在 TGM（一项以标准为参考的语法技能测试）和 RDGU（一项针对二年级语法标准的测试）的分数在干预过程中显示出统计学上显着的改善。结果表明，导师文本的使用是一种教学方法，它提供了真实的模型并增加了学生对语言句法的理解。