جستجوی مقالات مرتبط با کلیدواژه « grammaticality » در نشریات گروه « ادبیات و زبان ها »

Grammar has always been considered by language learners as well as by those engaged in language education as an essential component of language, and their expectations from and planning for any language education programs have been conditioned accordingly. The definitions of the term grammar and its categories in all languages go back to traditional Latin and Greek grammarians irrespective of their possibly obvious differences and have persisted even now long after the emergence of the scientific study of language which recognizes the unique system of every single language (cf. Saussure, 1916/ 1956). What is grammar and how much is it effective in ‘learning’ an L2, if at all? This paper will examine the commonsensical understanding of the term grammar, i.e. ‘the code-system’ as opposed to ‘grammar’ as ‘a theory of human experience’: an agency construing human experience into meaning (cf. Halliday & Matthissen,2004), i.e. ‘grammaticality’ as opposed to ‘textuality’, arguing that if any recourse to grammar is advocated, as done in Second Language Acquisition (SLA) literature in the form of ‘focus-on-form’ mediation, this ‘form’, rather than being defined in terms of ‘grammaticality’, should be ‘textuality-oriented’ due to the reality that the knowledge accumulated by the learner about the grammaticality is of declarative nature and as such it will not convert into procedural communicative competence. Expanding upon the work done earlier on the topic (cf. Lotfipoursaedi, 2015, 2016, & 2019), the concept of textuality and how its perception by the recipients of a text enables them to handle it will be further discussed and examples of textuality-oriented L2 education pedagogic moves, as the SLA classroom mediation strategies will be examined.

Over years, there has always been a debate about how different methods and techniques improve speaking ability of foreign language learners. In this regard the present study examined two separate treatments. The first treatment was conducted for 20 sessions to examine the effects of "drama-based method of teaching" or more concisely "drama-based method" to enhance the speaking skill of 20 non-English major Iranian students; their English proficiency level based on the scores they gained in a standard proficiency test was pre-intermediate. Role-play was used for pre/posttests. To examine if a drama-based method improves elements of speaking skill _including fluency, comprehensibility, grammaticality, and willingness to communicate_ in learners with a lower level of language proficiency, a second treatment was conducted with 30 Iranian students whose major was not English and their English proficiency level was Elementary. In both treatments, participants took an oxford placement test to reveal if their English language proficiency was were at the intended levels. The same kind of role play test, which was introduced by Bartz, was used as the pretest/posttest. Data collection was quantitative and data analyses were conducted through paired t-tests in the first treatment and Mann-Whitney and Wilcoxon tests in the second treatment. The findings of the first treatment revealed improvement in speaking skill and the second treatment confirmed that each intended element of speaking skill (fluency, grammaticality, comprehensibility, and willingness to communicate) was enhanced. Being related to real-life situations, drama-based activities are more purposeful and motivate the learners more than usual.