Integrating cognitive grammar into task-supported language teaching to teaching English articles  

Oleh:

Andrianto, Steve ; Wijaya, David

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 15 : Konferensi Linguistik Tahunan Atma Jaya Kelima Belas, page 650-654.
Topik: Cognitive Grammar; tasks; English articles
Fulltext: 650 Steve Andrianto, David Wijaya - OK.pdf (306.0KB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 15 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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Isi artikel

English articles, small but important, are one of the most difficult aspects to teach and to learn due to their abstract notions. Researchers have begun turning to Cognitive Grammar, a relatively new approach that provides comprehensive insights into grammatical elements, to explore its efficacy to teaching this aspect to L2 learners. However since research in this field is still extremely limited, replication studies are needed to generalize the findings. The purpose of the present study, adhering to the limitations of the previous research, is to examine the effect of the proposed approach on Indonesian EFL learners’ performance on the use of English articles. Twenty five senior high school students, who participated in the study, received a treatment that comprised explicit instruction based on Cognitive Grammar and a series of tasks. The present study used a pre-test, an immediate post-test and a delayed post-test administered two weeks after the treatment. The results show that the participants’ performance improved in the immediate post-test and the effect still held even after two weeks. The pedagogical implications will be discussed.

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