Departmental Bulletin Paper EAP focus on form, Lexical Phrases for Writing: Implications of Gains from Explicit Teaching Methodology over the Input Enhancement Pedagogy of Implicit Teaching

セイジ, クリスティー

(918)  , pp.60 - 88 , 2017-04-01 , 昭和女子大学近代文化研究所
ISSN:1348-0103
Description
  When the functions of lexical phrases are taught and framed within the discourse of EAP writing, learners acquire pragmatic competence. This pilot study sought to ascertain whether the instructional methodology of implicit or explicit teaching approaches better facilitated the acquisition of EAP lexical phrases in SLA learner writing. Focus on form was the dominant SLA theoretical rationale introduced to underscore noticing and input enhancement. The research design targeted EAP students at a Japanese university. The exogenous motivation for the study was to improve the SLA of EAP writing with respect to lexical phrases. The statistical models of ANOVA and t-tests were used to ascertain learner gains, and a pre-test, post-test, and delayed post-test were used to capture the effects of the instructional treatment. The statistical models showed positive effect for learner gains and these were maintained more significantly for classroom explicit instructional approaches than implicit. In short, for the pedagogical development of SLA learners’ EAP writing, a focus on form instructional method is advocated. By inputting lexical phrases into learners’ early SLA, the manipulation on retrieval of output is facilitated at a later stage of their language development. In addition, targeting the EAP writing form of lexical phrases is pertinent due to global tests of EAP language proficiency holding a gatekeeping function for learners’ personal advancement.
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