‘X is the odd one out, because the other two are more about the farmland’ – Dutch L1 student teachers’ struggles to reason about grammar in odd one out tasks

Rijt, Jimmy van; Hulshof, Hans; Coppen, P.A.J.M.

doi:10.1016/j.stueduc.2021.101007

Cited by 10 publications

(7 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Their study supports previous findings (Alderson & Hudson, 2013;Cajkler & Hislam, 2002;Sangster et al, 2013) showing that teachers struggle with grammatical subject knowledge. Van Rijt et al (2021) also find that Dutch student teachers (N=108) struggle with grammatical reasoning tasks. One factor that significantly predicts the quality of their reasoning is their TGU (Test of Grammatical Understanding) scores.…”

Section: Introductionmentioning

confidence: 76%

First-year student teachers’ knowledge of L1 grammar

Brøseth

Nygård

2023

L1-ESLL

View full text Add to dashboard Cite

Despite protracted concerns about Norwegian students’ decline in grammar knowledge, the issue is poorly researched empirically. This article presents and the results from a grammar survey distributed to first-year student teachers (N=235). Our aim is to provide an empirical analysis of the level of Norwegian students’ grammar knowledge as they enter teacher education. We seek to answer the following research questions: RQ1: What characterizes the knowledge of grammar of Norwegian student teachers as they enter teacher education? RQ2: Are there grammatical topics and structures that they master more or less? If so, what characterizes these topics? The results show that the grammar knowledge of student teachers, is rather poor. The students know the word classes verb, noun, adjective and pronoun, as well as the SC subject. Their knowledge is founded on semantics, while the structural features of language seem to be a blind spot. The study contributes to the international research on Knowledge of Language (KaL) from a Norwegian perspective. Due to the two written standards of Norwegian, our study will be the first to report student teachers’ grammar knowledge from such a context.

show abstract

Section: Introductionmentioning

confidence: 76%

First-year student teachers’ knowledge of L1 grammar

Brøseth

Nygård

2023

L1-ESLL

View full text Add to dashboard Cite

show abstract

“…Because they were conceptually identical to the first version, these versions were not pretested separately anymore. A parallel study [ 29 ] found that the TGU can distinguish between more or less advanced grammar students (i.e., student teachers training to become Dutch language teachers outperform secondary school students on the test), which is indicative of the instrument’s validity.…”

Section: Methodsmentioning

confidence: 99%

“…And while many teachers consider grammar teaching useful or valuable, particularly in the Dutch context [ 22 , 24 ], they also struggle with how to teach it effectively. Several studies have identified limitations in teachers’ or student teachers’ grammatical subject knowledge [ 25 – 29 ]. In fact, due to limitations in grammatical knowledge, many teachers experience feelings of anxiety when teaching grammar [ 30 – 32 ].…”

Section: Introductionmentioning

confidence: 99%

Linguistic metaconcepts can improve grammatical understanding in L1 education evidence from a Dutch quasi-experimental study

et al. 2022

Self Cite

View full text Add to dashboard Cite

This mixed-method quasi-experimental study examined whether metaconceptual grammar teaching impacts on (a) students’ L1 grammatical understanding, (b) their ‘blind’ use of grammatical concepts and (c) their preference of using explicit grammatical concepts over everyday concepts in explaining grammatical problems. Previous research, involving single group pre-postintervention designs, found positive effects for metaconceptual interventions on secondary school students’ grammatical reasoning ability, although a negative side effect seemed to be that some students started using grammatical concepts ‘blindly’ (i.e., in an inaccurate way). While there are thus important clues that metaconceptual grammar teaching may lead to increased grammatical understanding, there is a great need for more robust empirical research. The current study, involving 196 Dutch 14-year old pre-university students, is a methodological improvement of previous work, adopting a switching replications design. Bayesian multivariate analyses indicate medium to large effects from the metaconceptual intervention on students’ grammatical understanding. The study found a similar effect of the intervention on students’ ability to use explicit grammatical concepts over everyday concepts in tackling grammatical problems. No evidence for increased ‘blind’ concept use as a negative byproduct of the intervention was found. Additional qualitative analyses of in-intervention tasks provided further evidence for the effectiveness of metaconceptual interventions, and seemed to indicate that cases of blind concept use, rather than being a negative side effect, might actually be part of a gradual process of students’ growing understanding of grammatical (meta)concepts. We discuss these findings in relation to previous work and conclude that linguistic metaconcepts can improve L1 grammatical understanding.

show abstract

“…And while many teachers consider grammar teaching useful or valuable, particularly in the Dutch context [22,24], they also struggle with how to teach it effectively. Several studies have identified limitations in teachers' or student teachers' grammatical subject knowledge [25][26][27][28][29]. In fact, due to limitations in grammatical knowledge, many teachers experience feelings of anxiety when teaching grammar [30][31][32].…”

Section: Grammatical Understandingmentioning

confidence: 99%

“…This has been done by exposing students to limited degrees of grammatical uncertainty (e.g., by using odd one-out tasks), so they would use their conceptual knowledge to take different perspectives into account and make informed decisions about grammatical problems that could be viewed from multiple angles. Such odd one-out tasks have been proven effective in learning about grammar [29,62].…”

Section: Design Principlementioning

confidence: 99%

Untitled

View full text Add to dashboard Cite

‘X is the odd one out, because the other two are more about the farmland’ – Dutch L1 student teachers’ struggles to reason about grammar in odd one out tasks

Cited by 10 publications

References 32 publications

First-year student teachers’ knowledge of L1 grammar

First-year student teachers’ knowledge of L1 grammar

Linguistic metaconcepts can improve grammatical understanding in L1 education evidence from a Dutch quasi-experimental study

Untitled

Contact Info

Product

Resources

About