College and University Educators Any Research-Oriented Presentation
Effects of weekly explicit grammar instruction on L2 speaking development
This presentation talks about the effects of giving weekly explicit grammar instruction to learners to examine changes in their speaking output over time. Task-based language teaching (TBLT) has flourished in the past several decades as an effective approach for developing speaking proficiency. While TBLT research has recognized the importance of integrating form-focused instruction (FFI) into meaningful tasks (Long, 2015), the effects of grammar instruction on speaking proficiency development, especially over time, remain unclear. Three first-year Japanese university students participated in this classroom-based study for seven weeks. Pretest and posttest were conducted one week before and one week after a seven-week intervention period. During intervention, all three participants received weekly grammar instruction given by the presenter. Each week, they were given 10 minutes of grammar instruction on past tense forms before they narrated a different four-picture cartoon in English (equivalent difficulty level). Narrations produced by the participants were recorded, transcribed and analyzed. Trajectory changes in their speaking output were qualitatively analyzed in terms of complexity, accuracy, and fluency. This presentation concludes with some pedagogical implications for integrating grammar instruction into communicative language teaching classrooms.