Pedagogical Implications Clause Samples

Pedagogical Implications. The results show that grammatical instruction might be effective in the short-term for learning subject-verb agreement; however, The PPP group was the only group that showed improvement. Accordingly, the finding may support explicit grammar teaching in English instruction. However, as mentioned in 5.5, the group subjected to the PPP intervention found the situational grammar task and the presentation explaining subject-verb agreement tedious. The students also found the presentation hard to follow. This may be because the participants found it tedious or because the participants had little explicit knowledge of subject-verb agreement; thus, the more complicated structures became a challenge for them. Nevertheless, explicit grammar teaching might be an effective way of teaching subject-verb agreement, however, instructors should be careful to design the tasks in ways that are engaging for the students. Creating engaging tasks may increase student motivation and involvement in the teaching session and, consequently, the effectiveness of instruction. The effects of the intervention effects on the TBLT group might have been more substantial if the teaching session had been more successful. In addition, during the intervention, the main task engaged fewer students than was intended. If the study was carried out as a part of the student’s curriculum and the main task was incorporated as part of their assessment basis, the task might have been more beneficial. Accordingly, the findings from the present study should be read with these shortcomings in mind. The results from the sub-conditions showed that local singular agreement was the least challenging for the participants and that the plural and long-distance conditions made the sentences more demanding. In ▇▇▇▇▇▇ et al. (2019, 18), the results show that the local singular agreement sub-condition develops in a steeper slope than the other sub-conditions as proficiency scores get higher. Unsurprisingly, the long-distance plural sub-condition develops in a gentler slope, showing that a higher proficiency score was less impactful for this sub- condition. Therefore, language instruction might gain from more specific targeting of subject- verb agreement constructions with plural nouns and long-distance agreement, as even proficient learners have difficulties with these sentences. The present study used acceptability judgement testing to compare two different pedagogical interventions, a novel design that should be us...

Pedagogical Implications. My hope is that the results of this study on subject/verb agreement will have positive implications in the L2 classroom. While many see a chasm of uncertainty between the findings of a research project and benefits in the classroom, if research findings are understood as a useful identifier of probable trouble areas in the acquisition of an L2, this research study may prove to have worth. In the words of ▇▇▇▇▇▇, “No research finding will or can address all of these potential learning factors…[however,] L2-research findings can form one body of information from which teachers re-evaluate what they do in the classroom and why they do it” (1999, pp. 183, 184). Although this study was with native Arabic writers in an English L2, other researchers have found in their studies that “learners of different native languages made similar errors” (Braidi, 1999, p. 11) and the findings of this study may also prove useful to a wider audience of L2 English learners. I find the research itself fruitful and challenging, but I would be greatly pleased if the results could realize pedagogical dividends. To that end, this section will discuss the results of this study and the possible classroom implications for its findings.