This study investigates the prevalence and proportion of explicit grammar practice activities in relation to a present, practice, and produce structure to find out if it is possible to derive an approach to grammar teaching that is used in the English language learning material Magic! 9. Current SLA research suggests that explicit grammar teaching facilitates L2 acquisition if grammatical activities focus on meaning over decontextualized form-focused drills. Additionally, researchers have not reached a conclusive answer on whether the inductive or deductive presentation of grammar is the most effective. By linking teaching approaches to the presentation, practice, and produce structure and the connected grammar activities, this study found that Magic! 9 favors explicit presentation of grammatical elements by name, while inductively presenting the grammatical rules of the elements in preceding non-grammar focused activities. Additionally, the explicit grammatical activities in Magic! 9 are primarily focused on form, and meaning is the secondary focus. Although not conclusive, the findings suggest that there are two possible answers as to which approach is used to teach grammar. The primary focus on form and drilling nature of the activities suggests that the audio-lingual approach is the most prevalent. On the other hand, the mixing of several approaches suggests that the post-communicative approach is the most prevalent.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-96641 |
| Date | January 2023 |
| Creators | Rosberg, Jimmy |
| Publisher | Karlstads universitet |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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