Grammar learning strategies as a key to mastering second language grammar: A research agenda

Abstract

Although major advances have been made in research on language learning strategies (LLS), there are some areas that have been somewhat surprisingly neglected by specialists. This applies without doubt to the strategies that learners draw on to better understand and learn grammar rules but also to employ grammar structures in real-time processing, as required in spontaneous communication. In this paper, I outline a research agenda for grammar learning strategies (GLS), identifying three distinct lines of inquiry: (1) identification and measurement of GLS, (2) examination of factors moderating GLS use, and (3) strategies-based instruction as applied to GLS. Although these three areas are to some extent reflective of the main foci of empirical investigations in research on LLS, in each case, I try to demonstrate how cutting-edge theoretical and empirical developments can be applied to the study of GLS. For each of the three areas, I propose research tasks the execution of which has the potential of moving research on GLS forward.

Psychometric Properties of Self-Regulated Learning Strategies in Learning English Grammar and English Grammar Self-Efficacy Scales

“…However, metacognitive self-regulation strategies are not sufficiently represented in the most recent grammar learning strategies inventories, e.g., Pawlak, 2009;Pawlak, 2013b Most of the available SRL strategy inventories are concerned with learning reading and writing skills, and SRL research for learning language aspects, e.g., grammar has been still understudied in the EFL environments (Anderson, 2005;Oxford et al, 2007). Moreover, research about detailed information about the cognitive and metacognitive strategies used primarily in grammar learning is still conspicuously lacking (Rubin, 2005a;Pawlak, 2020d), let alone SRL strategies in learning grammar. The paucity of studies in using strategies related to learning and understanding grammar is quite surprising as grammar represents an essential tool in both language comprehension and production.…”

“…Moreover, there has been a tendency to incorporate SRL instruction across various domains and content areas at high school (DiBenedetto, 2018), as SRL holds the key to competence during the lifelong learning process (European Council, 2002), and students who can skillfully self-regulate their learning processes are more certain to achieve academic success (Zimmerman, 1986). Thus, understanding SRL strategies in learning one aspect of the English language, i.e., grammar that merits further research (Pawlak, 2020d) is essential.…”

Teaching foreign language grammar: New solutions, old problems

“…He also advocates that teachers should fall back upon a diversity of techniques and procedures rather than slavishly adhering to instructional options only because they are advocated by the proponents of specific theoretical positions. Equally important are attempts to foster autonomy in learning this subsystem and a key step in this direction is adept instruction in the use of grammar learning strategies (Pawlak, 2020b). Such guidelines are by and large in line with the tenets of skill-learning theory, according to which communicative practice is indispensable for the transition from the declarative to procedural knowledge (cf.…”

Nauczanie gramatyki języka obcego a podejście zadaniowe

“…2, na wszystkich etapach nauczania gramatyki, w tym przypadku strony biernej, niezbędne jest rozwijanie autonomii uczących się w odniesieniu do uczenia się gramatyki (Pawlak, 2016). Można to między innymi osiągnąć przez odpowiednio prowadzony trening w zakresie strategii uczenia się gramatyki (Pawlak, 2020b), jak również podnoszenie świadomości językowej uczących się, na przykład w odniesieniu do różnic w funkcjonowaniu gramatyki w języku ojczystym i języku obcym. Po ósme w końcu, choć trudno było to uwzględnić w przedstawionym na rys.…”