SHS Web Conf.
Volume 42, 2018Global Conference on Teaching, Assessment, and Learning in Education (GC-TALE 2017)
|Number of page(s)||8|
|Published online||29 January 2018|
Some Effects of Explicit Grammar Instruction and Syntactic Priming on Students’ Written Language Production
Faculty of Languages and Literature, Universitas Negeri Makassar, Kampus UNM Jl. A. P. Pettarani, Makassar, 90222, Indonesia
2 Faculty of Languages and Literature, Universitas Negeri Makassar, Kampus UNM Jl. A. P. Pettarani, Makassar, 90222, Indonesia
Structural or syntactic priming is a phenomenon in which prior exposure to specific language structures either facilitates or interferes with a learner’s subsequent language production . Exposure to English structures through explicit instruction is reported to have inconclusive results.  reported that explicit and implicit grammar instruction ends up with automatization. This study reexamines the effect of syntactic priming and explicit grammar instruction on students’ writing. Specific grammatical features frequently appeared on TOEFL (Written Expression Section) test were intensively practiced and then the students took a test whose items were specifically collected from TOEFL practice tests. Finally, the students were assigned to write a short essay. Sentences with similar structures which the students had been exposed to were extracted from the students’ essays. Out of 40 test items, only 59.86% in average could be answered correctly, and all of the grammatical features to which the students were previously exposed were contained in their essays. However, in average only eight out of 18 sentences were grammatically constructed. It can be concluded that although priming method with explicit instruction leads the students to use similar syntactic features in their writing, it seems to have little impact on students’ grammatical knowledge for immediate use in written language production.
Key words: syntactic priming / grammatical competence / EFL writing
© The Authors, published by EDP Sciences, 2018
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (http://creativecommons.org/licenses/by/4.0/).
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