Exposed to grammar rule teaching – what is the impact on young L2 learners?
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Exposed to grammar rule teaching – what is the impact on young L2 learners? Declarative and procedural knowledge of English third person singular -s in two settings, Sweden and Vietnam
Grammar teaching is a world-wide phenomenon, but there is no consensus about the impact of grammar teaching for L2 grammar learning. Does “learning grammar” mean ability to judge grammaticality, to use the grammar in speech production, or both? The present study examines the outcome of teaching foreign language (FL) English third person present singular -s for declarative and procedural knowledge in different settings; Sweden and Vietnam. Participants ae 76 young learners, 11-12 years old, 32 with Swedish as L1 and 44 with L1 Vietnamese. The results demonstrate differences in learner outcomes. The Swedish learners perform better on tasks of procedural knowledge, whereas the Vietnamese learners perform better on tasks of declarative knowledge. The two types of knowledge seem to be independent of each other. The analyses of learner explanations of third person -s reveal that learners tend to decompose this complex rule into features.