The Effects of Grammar Supplementation on Written Accuracy in an Intermediate Spanish Content Course

Abstract

Two sections of an intermediate Spanish content course were supplemented with grammar (daily grammar review and error correction feedback on written work); two comparison group sections lacked the grammar component. Two written pre‐/posttests—one grammar‐focused, one integrative (an essay)—showed that both groups exhibited significant improvement over the semester in overall grammatical accuracy on both instruments. The plus‐grammar group significantly outperformed the nongrammar group on the grammar‐focused instrument but not on the integrative one. A few between‐group differences occurred on the essays, but there was no tendency for one group to outperform the other. The results suggest that a grammar review is a beneficial supplement to a content course when performance on grammar‐focused tests is important, but that an intermediate level content course by itself can promote significant improvement in grammatical accuracy in writing in the target language.

Policies and Practices in Foreign Language Writing at the College Level: Survey Results and Implications

“…Most English as a second language (ESL) and foreign language writing practitioners agree on one basic point in relation to writing in a nonnative language: Writing in and of itself increases language competency and proficiency regardless of the subsequent treatment later received (Chandler, 2003;Fathman & Whalley, 1990;Frantzen, 1995;Polio, Fleck, & Leder, 1998;Robb, Ross, & Shortreed, 1986;Semke, 1982). Researchers claim that the more students write, the more their ability to write fluently and accurately improves (Frantzen, 1995;Robb et al, 1986).…”

“…Most English as a second language (ESL) and foreign language writing practitioners agree on one basic point in relation to writing in a nonnative language: Writing in and of itself increases language competency and proficiency regardless of the subsequent treatment later received (Chandler, 2003;Fathman & Whalley, 1990;Frantzen, 1995;Polio, Fleck, & Leder, 1998;Robb, Ross, & Shortreed, 1986;Semke, 1982). Researchers claim that the more students write, the more their ability to write fluently and accurately improves (Frantzen, 1995;Robb et al, 1986). There is some discussion, however, concerning which types of writing are most beneficial to foreign language learners at different stages of language development: Reichelt (1999) suggests that one area in which more foreign language research is necessary is the development of a needs analysis to determine what students are expected to do as foreign language writers beyond the language classroom, so that once expectations are determined, instruction can be tailored to students' future needs.…”

Measures of Linguistic Accuracy in Second Language Writing Research

“…There were no significant differences on these 3 measures. Frantzen (1995) examined the effects of supplemental grammar instruction on grammatical accuracy in the compositions of U.S. university Spanish students. To measure grammatical accuracy, Frantzen used 12 categories and scored essays for the correct use of a particular structure divided by the total number of obligatory contexts for that structure.…”

“…Robb, Ross, and Shortreed (1986) examined the effect of different methods of feedback on essays. More recently, Ishikawa (1995) looked at different teaching techniques and Frantzen (1995) studied the effect of supplemental grammar work.…”

Foreign Language Writing Fellows Programs: A Model for Improving Advanced Writing Skills

“…Because many studies have focused on novice-or intermediate-level students, articles on the teaching of writing in FL classes have tended to focus primarily on improving linguistic accuracy rather than improving the organization of ideas and strength of content. For example, Hsu (2014), Polio (2012), Frantzen (1995), Manley and Calk (1997), Cooper and Morain (1980), and Cooper (1981) primarily investigated the effects of writing instruction on grammatical accuracy in FL contexts, as did Truscott (1996Truscott ( , 1999, Ferris (1999Ferris ( , 2002Ferris ( , 2009), Bitchener (2008), Longcope (2009), and Bitchener and Ferris (2012) in EFL or ESL contexts. In a study involving 21 intermediate-level students of French, New (1994) found that students rarely revised papers for content; rather, their revisions focused on form, such as verb conjugations, spellings, and word choice.…”