Instruction in Grammar Learning Strategies: Exploring Learners’ Response

<p><span style="color:rgba( 0 , 0 , 0 , 0.87 );font-family:&#39;raleway&#39; , sans-serif;font-size:14px;background-color:rgb( 251 , 251 , 251 )">Project &#34;Strategie uczenia się gramatyki, wybrane różnice indywidualne a rozwój wiedzy językowej wśród osób uczących się języka obcego na poziomie zaawansowanym&#34;, number 2020/39/B/HS2/00501,</span></p><p><span style="font-size:14px">The paper reports a study that investigated engagement with and response to strategy-based </span><span style="font-size:14px">instruction (SBI) targeting grammar learning strategies (GLS). Participants were 36 Polish university </span><span style="font-size:14px">students majoring in English. The intervention spanned one academic semester and involved </span><span style="font-size:14px">eight 30-minute sessions incorporated into regularly scheduled classes. Data were collected by </span><span style="font-size:14px">means of post-intervention questionnaires completed immediately after each session. </span><span style="font-size:14px">The students indicated the levels of their engagement at the beginning, in the middle, and at </span><span style="font-size:14px">the end of each session on a seven-point scale and responded to open-ended questions. </span><span style="font-size:14px">Quantitative analysis showed moderate levels of engagement in all sessions but also indicated </span><span style="font-size:14px">that engagement tended to decrease as the sessions progressed. Qualitative analysis identified </span><span style="font-size:14px">three main themes, each comprising more specific subthemes: (1) the effectiveness of grammar </span><span style="font-size:14px">tasks, (2) new methods of learning grammar, and (3) student engagement. Implications for effective </span><span style="font-size:14px">SBI targeting GLS are discussed.</span></p>

项目“语法学习策略、特定个体差异与高级外语学习者语言知识发展”，编号2020/39/B/HS2/00501

本论文报告了一项针对语法学习策略（grammar learning strategies, GLS）的基于策略的教学（strategy-based instruction, SBI）的参与度与反馈的研究。研究参与者为36名就读于波兰高校的英语专业学生。本次干预周期为一个学年学期，共设置8次时长30分钟的教学环节，嵌入常规课程安排之中。数据通过每节课程结束后立即填写的干预后问卷采集。学生需在七点量表上分别标注每节课程起始、中途及结束阶段的参与程度，并回答开放式问题。定量分析结果显示，所有课程环节的参与度均处于中等水平，但同时发现参与度随课程推进呈下降趋势。定性分析识别出三大核心主题，各主题下设若干具体子主题：（1）语法学习任务的有效性；（2）新型语法学习方法；（3）学生参与度。最后讨论了面向语法学习策略的高效基于策略教学的实践启示。