The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`

Omid Allaf-Akbary

doi:doi:10.11648/j.ijll.20150304.14

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The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`

Omid Allaf-Akbary

Published in International Journal of Language and Linguistics (Volume 3, Issue 4)

Received: 23 May 2015 Accepted: 1 June 2015 Published: 11 June 2015

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Abstract

Grammar learning is considered to be one of the major parts of any language bringing about some difficulty in the course of language teaching and learning. Particularly, due to lack of enough language input, learners in foreign language contexts suffer from such trouble more than those in second language contexts. On way through which the teachers can help their learners to tackle such a demanding job is to accompany the grammar instruction with a promising garden path technique. That is because such a technique can be used in the class as a corrective feedback and it also helps the learners and teachers to learn and teach grammatical points implicitly. It is believed that since garden path technique makes an attempt to be used indirectly, it can help the learners to enjoy the learning and be away from the boring explanation of grammatical point. The present study investigates the possible effect of garden path technique, grammar instruction, in forming comparative and superlative adjectives, some of which are confusing and irregular. To this end, 40 elementary learners were selected and assigned into two groups of experimental and control groups. Then, 80 confusing and irregular forms of comparative and superlative adjectives taking out of piloting phase were taught to the experimental group using garden path technique. However, those in the control group were required to follow the regular class of the institute through American English File one. No treatment was given to the control group. Then, both experimental and control groups received a posttest in the form of ten pictures of different features to describe using the comparative and superlative adjectives. The posttest items were based on the 80 target adjectives obtained from the piloting phase. The answers were compared applying an independent samples t-test. The results indicated that the garden path group had a better performance compared to the picture counterpart in describing pictures using the comparative and superlative adjectives. This study might have messages for both language teachers and learners as well as syllabus designers.

Published in	International Journal of Language and Linguistics (Volume 3, Issue 4)
DOI	10.11648/j.ijll.20150304.14
Page(s)	217-221
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Garden Path Technique, Grammar Learning, Picture Description

References

[1]	Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
[2]	ELkilic, G., &Akca, C. (2008). Attitudes of the Students Studying at Kafkas University Private Primary EFL Classroom towards Storytelling and Motivation. Journal of Language and Linguistic Studies, 4(1), 1-22.Cook & Singleton (2014)
[3]	Eun JO. 2010. Contextualizing grammar teaching using authentic materials. Retrieved from http://www.fbcinc.com/e/LEARN/e/korean2010/presentations/ on April 28, 2010
[4]	Farrokhi, F. (2005).Revisiting the ambiguity of recasts. Journal of Faculty of Letters and Humanities, 195, 61-101.
[5]	Gass, S., Svetics, I., & Lemelin, S. (2003). Differential effects of attention. Language Learning, 53(3), 497-545.
[6]	Morelli, J. A. (2003). Ninth Graders’ Attitudes toward Different Approaches to Grammar Instruction. Unpublished Dissertation. The Graduate School of Education, Fordham University, New York.
[7]	Nunan, D. Editor. (2003). Practical English Language Teaching. Mc GrawHill.
[8]	Park, E. S. (2003). Constraints of Implicit Focus on Form. Teachers College Columbia University Working papers in TESOL and Applied Linguistics, Vol. 4, No. 2.
[9]	Rosa, Elena & Leow, Ronald P. (2004). Computerized task-based exposure, explicitness, type of feedback, and Spanish L2 development. Modern Language Journal, 88(2), 192-216.
[10]	Tomasello, M. & Herron, C. (1989). Feedback for Language Transfer errors: The garden Path Technique. Studies in Second Language Acquisition, 11, 385-395.
[11]	V. Cook & D. Singleton (2014). Key Topics in Second Language Acquisition. Bristol: Multilingual Matters.

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Omid Allaf-Akbary. (2015). The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`. International Journal of Language and Linguistics, 3(4), 217-221. https://doi.org/10.11648/j.ijll.20150304.14

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Omid Allaf-Akbary. The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`. Int. J. Lang. Linguist. 2015, 3(4), 217-221. doi: 10.11648/j.ijll.20150304.14

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AMA Style

Omid Allaf-Akbary. The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`. Int J Lang Linguist. 2015;3(4):217-221. doi: 10.11648/j.ijll.20150304.14

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@article{10.11648/j.ijll.20150304.14,
  author = {Omid Allaf-Akbary},
  title = {The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`},
  journal = {International Journal of Language and Linguistics},
  volume = {3},
  number = {4},
  pages = {217-221},
  doi = {10.11648/j.ijll.20150304.14},
  url = {https://doi.org/10.11648/j.ijll.20150304.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150304.14},
  abstract = {Grammar learning is considered to be one of the major parts of any language bringing about some difficulty in the course of language teaching and learning. Particularly, due to lack of enough language input, learners in foreign language contexts suffer from such trouble more than those in second language contexts. On way through which the teachers can help their learners to tackle such a demanding job is to accompany the grammar instruction with a promising garden path technique. That is because such a technique can be used in the class as a corrective feedback and it also helps the learners and teachers to learn and teach grammatical points implicitly. It is believed that since garden path technique makes an attempt to be used indirectly, it can help the learners to enjoy the learning and be away from the boring explanation of grammatical point. The present study investigates the possible effect of garden path technique, grammar instruction, in forming comparative and superlative adjectives, some of which are confusing and irregular. To this end, 40 elementary learners were selected and assigned into two groups of experimental and control groups. Then, 80 confusing and irregular forms of comparative and superlative adjectives taking out of piloting phase were taught to the experimental group using garden path technique. However, those in the control group were required to follow the regular class of the institute through American English File one. No treatment was given to the control group. Then, both experimental and control groups received a posttest in the form of ten pictures of different features to describe using the comparative and superlative adjectives. The posttest items were based on the 80 target adjectives obtained from the piloting phase. The answers were compared applying an independent samples t-test. The results indicated that the garden path group had a better performance compared to the picture counterpart in describing pictures using the comparative and superlative adjectives. This study might have messages for both language teachers and learners as well as syllabus designers.},
 year = {2015}
}

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TY  - JOUR
T1  - The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`
AU  - Omid Allaf-Akbary
Y1  - 2015/06/11
PY  - 2015
N1  - https://doi.org/10.11648/j.ijll.20150304.14
DO  - 10.11648/j.ijll.20150304.14
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 217
EP  - 221
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20150304.14
AB  - Grammar learning is considered to be one of the major parts of any language bringing about some difficulty in the course of language teaching and learning. Particularly, due to lack of enough language input, learners in foreign language contexts suffer from such trouble more than those in second language contexts. On way through which the teachers can help their learners to tackle such a demanding job is to accompany the grammar instruction with a promising garden path technique. That is because such a technique can be used in the class as a corrective feedback and it also helps the learners and teachers to learn and teach grammatical points implicitly. It is believed that since garden path technique makes an attempt to be used indirectly, it can help the learners to enjoy the learning and be away from the boring explanation of grammatical point. The present study investigates the possible effect of garden path technique, grammar instruction, in forming comparative and superlative adjectives, some of which are confusing and irregular. To this end, 40 elementary learners were selected and assigned into two groups of experimental and control groups. Then, 80 confusing and irregular forms of comparative and superlative adjectives taking out of piloting phase were taught to the experimental group using garden path technique. However, those in the control group were required to follow the regular class of the institute through American English File one. No treatment was given to the control group. Then, both experimental and control groups received a posttest in the form of ten pictures of different features to describe using the comparative and superlative adjectives. The posttest items were based on the 80 target adjectives obtained from the piloting phase. The answers were compared applying an independent samples t-test. The results indicated that the garden path group had a better performance compared to the picture counterpart in describing pictures using the comparative and superlative adjectives. This study might have messages for both language teachers and learners as well as syllabus designers.
VL  - 3
IS  - 4
ER  -

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Author Information

Omid Allaf-Akbary

Department of Language and Literature, University of Mohaghegh Ardebili, Ardebil, Iran

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APA Style

Omid Allaf-Akbary. (2015). The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`. International Journal of Language and Linguistics, 3(4), 217-221. https://doi.org/10.11648/j.ijll.20150304.14

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ACS Style

Omid Allaf-Akbary. The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`. Int. J. Lang. Linguist. 2015, 3(4), 217-221. doi: 10.11648/j.ijll.20150304.14

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AMA Style

Omid Allaf-Akbary. The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`. Int J Lang Linguist. 2015;3(4):217-221. doi: 10.11648/j.ijll.20150304.14

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@article{10.11648/j.ijll.20150304.14,
  author = {Omid Allaf-Akbary},
  title = {The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`},
  journal = {International Journal of Language and Linguistics},
  volume = {3},
  number = {4},
  pages = {217-221},
  doi = {10.11648/j.ijll.20150304.14},
  url = {https://doi.org/10.11648/j.ijll.20150304.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20150304.14},
  abstract = {Grammar learning is considered to be one of the major parts of any language bringing about some difficulty in the course of language teaching and learning. Particularly, due to lack of enough language input, learners in foreign language contexts suffer from such trouble more than those in second language contexts. On way through which the teachers can help their learners to tackle such a demanding job is to accompany the grammar instruction with a promising garden path technique. That is because such a technique can be used in the class as a corrective feedback and it also helps the learners and teachers to learn and teach grammatical points implicitly. It is believed that since garden path technique makes an attempt to be used indirectly, it can help the learners to enjoy the learning and be away from the boring explanation of grammatical point. The present study investigates the possible effect of garden path technique, grammar instruction, in forming comparative and superlative adjectives, some of which are confusing and irregular. To this end, 40 elementary learners were selected and assigned into two groups of experimental and control groups. Then, 80 confusing and irregular forms of comparative and superlative adjectives taking out of piloting phase were taught to the experimental group using garden path technique. However, those in the control group were required to follow the regular class of the institute through American English File one. No treatment was given to the control group. Then, both experimental and control groups received a posttest in the form of ten pictures of different features to describe using the comparative and superlative adjectives. The posttest items were based on the 80 target adjectives obtained from the piloting phase. The answers were compared applying an independent samples t-test. The results indicated that the garden path group had a better performance compared to the picture counterpart in describing pictures using the comparative and superlative adjectives. This study might have messages for both language teachers and learners as well as syllabus designers.},
 year = {2015}
}

Copy | Download

TY  - JOUR
T1  - The Effect of Garden Path Technique of Grammar Instruction on Learning Superlative and Comparative Adjectives`
AU  - Omid Allaf-Akbary
Y1  - 2015/06/11
PY  - 2015
N1  - https://doi.org/10.11648/j.ijll.20150304.14
DO  - 10.11648/j.ijll.20150304.14
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 217
EP  - 221
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20150304.14
AB  - Grammar learning is considered to be one of the major parts of any language bringing about some difficulty in the course of language teaching and learning. Particularly, due to lack of enough language input, learners in foreign language contexts suffer from such trouble more than those in second language contexts. On way through which the teachers can help their learners to tackle such a demanding job is to accompany the grammar instruction with a promising garden path technique. That is because such a technique can be used in the class as a corrective feedback and it also helps the learners and teachers to learn and teach grammatical points implicitly. It is believed that since garden path technique makes an attempt to be used indirectly, it can help the learners to enjoy the learning and be away from the boring explanation of grammatical point. The present study investigates the possible effect of garden path technique, grammar instruction, in forming comparative and superlative adjectives, some of which are confusing and irregular. To this end, 40 elementary learners were selected and assigned into two groups of experimental and control groups. Then, 80 confusing and irregular forms of comparative and superlative adjectives taking out of piloting phase were taught to the experimental group using garden path technique. However, those in the control group were required to follow the regular class of the institute through American English File one. No treatment was given to the control group. Then, both experimental and control groups received a posttest in the form of ten pictures of different features to describe using the comparative and superlative adjectives. The posttest items were based on the 80 target adjectives obtained from the piloting phase. The answers were compared applying an independent samples t-test. The results indicated that the garden path group had a better performance compared to the picture counterpart in describing pictures using the comparative and superlative adjectives. This study might have messages for both language teachers and learners as well as syllabus designers.
VL  - 3
IS  - 4
ER  -

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