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What is in the learner’s mind when trying to verbalize grammatical rules? : English third-person singular -s in two settings, Sweden and Vietnam.

Son, Vi Thanh LU and Håkansson, Gisela LU (2024) In Pedagogical Linguistics 5(1). p.56-75
Abstract
The present study examines the outcome of teaching second language English (L2 English) third-person singular present tense -s for declarative knowledge in two different settings, namely Sweden and Vietnam. Third person -s is one of the most studied grammatical structures in second language acquisition research. Data are collected in two classroom contexts with different teaching traditions. Participants are 76 young learners, 11–12 years old, 32 with Swedish as L1 and 44 with L1 Vietnamese. The results demonstrate differences in learner outcomes in these two groups. The Vietnamese learners outperformed the Swedish learners on the tests of declarative knowledge. The analyses of learner explanations of third-person singular present tense -s... (More)
The present study examines the outcome of teaching second language English (L2 English) third-person singular present tense -s for declarative knowledge in two different settings, namely Sweden and Vietnam. Third person -s is one of the most studied grammatical structures in second language acquisition research. Data are collected in two classroom contexts with different teaching traditions. Participants are 76 young learners, 11–12 years old, 32 with Swedish as L1 and 44 with L1 Vietnamese. The results demonstrate differences in learner outcomes in these two groups. The Vietnamese learners outperformed the Swedish learners on the tests of declarative knowledge. The analyses of learner explanations of third-person singular present tense -s reveal that learners tend to decompose this complex rule into several features, which sometimes lead them into misconceptions. This has pedagogical implications about EFL teaching and learning for young learners. (Less)
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author
and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
declarative knowledge, English third-person singular present tense-s, grammatical rules, L2 English
in
Pedagogical Linguistics
volume
5
issue
1
pages
20 pages
publisher
John Benjamins Publishing Company
ISSN
2665-9581
DOI
10.1075/pl.22002.son
language
English
LU publication?
yes
id
3eeb3872-3549-4fe4-b361-5fa88a6cc8a2
date added to LUP
2024-09-11 20:43:19
date last changed
2024-09-18 16:10:11
@article{3eeb3872-3549-4fe4-b361-5fa88a6cc8a2,
  abstract     = {{The present study examines the outcome of teaching second language English (L2 English) third-person singular present tense -s for declarative knowledge in two different settings, namely Sweden and Vietnam. Third person -s is one of the most studied grammatical structures in second language acquisition research. Data are collected in two classroom contexts with different teaching traditions. Participants are 76 young learners, 11–12 years old, 32 with Swedish as L1 and 44 with L1 Vietnamese. The results demonstrate differences in learner outcomes in these two groups. The Vietnamese learners outperformed the Swedish learners on the tests of declarative knowledge. The analyses of learner explanations of third-person singular present tense -s reveal that learners tend to decompose this complex rule into several features, which sometimes lead them into misconceptions. This has pedagogical implications about EFL teaching and learning for young learners.}},
  author       = {{Son, Vi Thanh and Håkansson, Gisela}},
  issn         = {{2665-9581}},
  keywords     = {{declarative knowledge; English third-person singular present tense-s; grammatical rules; L2 English}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{56--75}},
  publisher    = {{John Benjamins Publishing Company}},
  series       = {{Pedagogical Linguistics}},
  title        = {{What is in the learner’s mind when trying to verbalize grammatical rules? : English third-person singular -s in two settings, Sweden and Vietnam.}},
  url          = {{http://dx.doi.org/10.1075/pl.22002.son}},
  doi          = {{10.1075/pl.22002.son}},
  volume       = {{5}},
  year         = {{2024}},
}