L1-orienterad grammatikundervisning i L2-kontext : En kvalitativ studie
(2023) In Acta Didactica Norden 17(4). p.1-25- Abstract
- The article shows how a grammar-didactic model designed for an L1 context can be used for grammar learning as well as language and writing development in an L2 con-text. Because classrooms in Sweden, Denmark and Norway are becoming increasingly heterogenous, teachers must be able to develop the language of pupils with differing linguistic predispositions. The model that is being proposed is designed around explicit teaching with the table for sentence structure as point of departure (see Appendix 1). The purpose of the model is to act as a tool for language development, while simul-taneously contributing to the consolidation of grammatical knowledge. In the article, results ... (More)
- The article shows how a grammar-didactic model designed for an L1 context can be used for grammar learning as well as language and writing development in an L2 con-text. Because classrooms in Sweden, Denmark and Norway are becoming increasingly heterogenous, teachers must be able to develop the language of pupils with differing linguistic predispositions. The model that is being proposed is designed around explicit teaching with the table for sentence structure as point of departure (see Appendix 1). The purpose of the model is to act as a tool for language development, while simul-taneously contributing to the consolidation of grammatical knowledge. In the article, results from an intervention study are presented, where the model has been used for grammar teaching and process-writing in a class of L2 pupils. The pupils’ grammar learning, as it manifests in their results on the grammar exam as well as in their handlingof the teacher’s comments on their texts, is examined using the concepts appropriation, internalization and implementation. The pupils’ exam results show to which extent the pupils have appropriated grammatical knowledge, while their handling of the text-comments show if and how they have internalized and potentially implemented the grammatical knowledge. In the analysis, the pupils’ exam results and texts are compared, focusing on clausal hierarchy, inversion and V2 as well as agreement and definiteness in nominal phrases – areas that have previously been shown to be central for language development while at the same time problematic when learning grammar. The analyses indicate that the pupils have appropriated the grammatical knowledge to differing extents and that some are on their way toward an internalization of the knowledge. One conclusion is that, while this way of working requires great effort by teachers and pupils, the formal grammatical knowledge and the practical working with texts appear to benefit each other. (Less)
- Abstract (Swedish)
- Artikeln beskriver hur en grammatikdidaktisk modell utformad för en L1-kontext kan användas för grammatikundervisning såväl som för ett språk- och skrivutvecklande arbete i en L2-kontext. Eftersom klassrummen i Sverige, Danmark och Norge allt mer blir språkligt heterogena behöver lärare kunna erbjuda en språkutvecklande under-visning för elever med skilda språkliga förutsättningar. Den modell som presenteras bygger på explicit undervisning med utgångspunkt i det gemensamma typplatsschemat(se Bilaga 1). Den har som syfte att fungera som redskap för ett språkutvecklande arbete och samtidigt bidra till att befästa grammatikkunskaper. I artikeln presenteras resultat från en interventionsstudie där modellen använts... (More)
- Artikeln beskriver hur en grammatikdidaktisk modell utformad för en L1-kontext kan användas för grammatikundervisning såväl som för ett språk- och skrivutvecklande arbete i en L2-kontext. Eftersom klassrummen i Sverige, Danmark och Norge allt mer blir språkligt heterogena behöver lärare kunna erbjuda en språkutvecklande under-visning för elever med skilda språkliga förutsättningar. Den modell som presenteras bygger på explicit undervisning med utgångspunkt i det gemensamma typplatsschemat(se Bilaga 1). Den har som syfte att fungera som redskap för ett språkutvecklande arbete och samtidigt bidra till att befästa grammatikkunskaper. I artikeln presenteras resultat från en interventionsstudie där modellen använts i grammatikundervisning och process-skrivning i en klass med L2-elever. Utifrån begreppen appropriering, internalisering och implementering undersöks elevernas grammatikinlärning som den yttrar sig dels i deras svar på grammatikprov, dels i deras hantering av lärarens textkommentarer. Elevernas provsvar ger en bild av i vilken grad de har approprierat den grammatiska kunskapen, medan hanteringen av lärarens textkommentarer kan visa huruvida de även har inter-naliserat och eventuellt också implementerat grammatikkunskapen. I analysen jämförs elevernas prov och texter med fokus på satshierarki, inversion och V2 samt nominal-fraser med fokus på kongruens och bestämdhet – områden som tidigare visat sig vara centrala i språkutveckling och samtidigt särskilt problematiska vid inlärningen av grammatik. Analyserna tyder på att eleverna approprierat grammatikkunskaperna i olika utsträckning och att somliga är på väg mot en internalisering av kunskaperna. En slutsats är att arbetssättet visserligen kräver stora insatser av lärare och elever men att de formella grammatikkunskaperna och det praktiska textarbetet verkar gynna varandra. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/18a42110-0689-4133-9c35-4053c761d367
- author
- Bandh, Erik LU ; Collberg, Philippe and Lundin, Katarina LU
- organization
- publishing date
- 2023-12-19
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- grammatikundervisning, interventionsstudie, skrivutveckling, typplatsschema, appropriering, grammar teaching, intervention study, writing development, table for sentence structure, appropriation
- in
- Acta Didactica Norden
- volume
- 17
- issue
- 4
- article number
- 2
- pages
- 25 pages
- publisher
- Universitetet i Oslo
- external identifiers
-
- scopus:85180600473
- ISSN
- 2535-8219
- DOI
- 10.5617/adno.9733
- language
- Swedish
- LU publication?
- yes
- id
- 18a42110-0689-4133-9c35-4053c761d367
- date added to LUP
- 2023-12-20 08:28:06
- date last changed
- 2024-02-08 15:36:39
@article{18a42110-0689-4133-9c35-4053c761d367,
abstract = {{The article shows how a grammar-didactic model designed for an L1 context can be used for grammar learning as well as language and writing development in an L2 con-text. Because classrooms in Sweden, Denmark and Norway are becoming increasingly heterogenous, teachers must be able to develop the language of pupils with differing linguistic predispositions. The model that is being proposed is designed around explicit teaching with the table for sentence structure as point of departure (see Appendix 1). The purpose of the model is to act as a tool for language development, while simul-taneously contributing to the consolidation of grammatical knowledge. In the article, results from an intervention study are presented, where the model has been used for grammar teaching and process-writing in a class of L2 pupils. The pupils’ grammar learning, as it manifests in their results on the grammar exam as well as in their handlingof the teacher’s comments on their texts, is examined using the concepts appropriation, internalization and implementation. The pupils’ exam results show to which extent the pupils have appropriated grammatical knowledge, while their handling of the text-comments show if and how they have internalized and potentially implemented the grammatical knowledge. In the analysis, the pupils’ exam results and texts are compared, focusing on clausal hierarchy, inversion and V2 as well as agreement and definiteness in nominal phrases – areas that have previously been shown to be central for language development while at the same time problematic when learning grammar. The analyses indicate that the pupils have appropriated the grammatical knowledge to differing extents and that some are on their way toward an internalization of the knowledge. One conclusion is that, while this way of working requires great effort by teachers and pupils, the formal grammatical knowledge and the practical working with texts appear to benefit each other.}},
author = {{Bandh, Erik and Collberg, Philippe and Lundin, Katarina}},
issn = {{2535-8219}},
keywords = {{grammatikundervisning; interventionsstudie; skrivutveckling; typplatsschema; appropriering; grammar teaching; intervention study; writing development; table for sentence structure; appropriation}},
language = {{swe}},
month = {{12}},
number = {{4}},
pages = {{1--25}},
publisher = {{Universitetet i Oslo}},
series = {{Acta Didactica Norden}},
title = {{L1-orienterad grammatikundervisning i L2-kontext : En kvalitativ studie}},
url = {{http://dx.doi.org/10.5617/adno.9733}},
doi = {{10.5617/adno.9733}},
volume = {{17}},
year = {{2023}},
}