ERIC Number: ED278213
Record Type: RIE
Publication Date: 1986-Apr
Reference Count: 0
Types of Grammatical Rule and Grammatical Achievement.
van Essen, A. J.; And Others
A Dutch study of the relationship between different student cognitive styles and foreign language achievement focused on the development and analysis of a grammar test for English as a second language. The test consists of ten subtests requiring the student to manipulate aspects of English syntactic, morphosyntactic, and morphological structure. Variables in the administration of the test were also examined. An analysis of achievement on the subtests led to these conclusions about the relationship of grammar achievement to grammatical rules for native Dutch-speaking learners of English: (1) syntactic rules are generally more difficult than morphosyntactic and morphological rules; (2) it is difficult to tell whether open or closed systems present more learning difficulty; (3) open systems are more difficult than a mixture of open and closed systems, but no general observation can be made about closed vs. mixed open/closed systems; and (4) no general statement can be made about the relative difficulty of morphosyntactic and morphological rules. The study concludes that the results could be used to improve instructional materials and makes some suggestions for classroom emphasis of certain aspects of grammar. Appendixes include a copy of the test and related data tables. (MSE)
Descriptors: Cognitive Style, Comparative Analysis, Correlation, Curriculum Development, Difficulty Level, Dutch, English (Second Language), Grammar, High School Students, High Schools, Instructional Materials, Language Tests, Learning Strategies, Material Development, Morphology (Languages), Second Language Instruction, Second Language Learning, Syntax, Test Reliability, Test Validity, Uncommonly Taught Languages
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Association of Teachers of English as a Foreign Language (20th, Brighton, England, April 1-4, 1986).