366 research outputs found
Π‘Π²ΡΠ·ΠΈ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΠΉ ΡΡΠ΅Π΄Π½Π΅ΠΌΠ΅ΡΡΡΠ½ΡΡ ΠΠ‘Π Π½Π°Π΄ ΠΠ½ΡΠ°ΡΠΊΡΠΈΠΊΠΎΠΉ ΠΈ ΠΏΠ»ΠΎΡΠ°Π΄ΠΈ ΡΠ΅ΠΏΠ»ΠΎΠ³ΠΎ ΡΡΠΎΠΏΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π±Π°ΡΡΠ΅ΠΉΠ½Π° Π’ΠΈΡ ΠΎΠ³ΠΎ ΠΎΠΊΠ΅Π°Π½Π° ΠΏΡΠΈ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠΌ ΠΏΠΎΡΠ΅ΠΏΠ»Π΅Π½ΠΈΠΈ ΠΊΠ»ΠΈΠΌΠ°ΡΠ°
ΠΠ±ΡΠ΅ΠΊΡΠΎΠΌ Π΄Π°Π½Π½ΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²ΡΠ±ΡΠ°Π½Ρ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΠ°ΡΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΡ
ΡΡΠ΅Π΄Π½Π΅ΠΌΠ΅ΡΡΡΠ½ΡΡ
Π·Π½Π°ΡΠ΅Π½ΠΈΠΉ ΠΠ‘Π Π½Π°Π΄ ΠΠ½ΡΠ°ΡΠΊΡΠΈΠΊΠΎΠΉ, Π° ΡΠ°ΠΊΠΆΠ΅ ΠΏΠ»ΠΎΡΠ°Π΄ΠΈ Π’Π’Π Π² Π·Π°ΠΏΠ°Π΄Π½ΠΎΠΌ ΠΏΠΎΠ»ΡΡΠ°ΡΠΈΠΈ. ΠΡΠ΅Π΄ΠΌΠ΅ΡΠΎΠΌ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π΅ΡΡΡ ΠΈΠ·ΠΌΠ΅Π½Π΅Π½ΠΈΡ ΡΡΠ°ΡΠΈΡΡΠΈΡΠ΅ΡΠΊΠΈΡ
ΡΠ²ΡΠ·Π΅ΠΉ ΠΌΠ΅ΠΆΠ΄Ρ ΡΠΊΠ°Π·Π°Π½Π½ΡΠΌΠΈ ΠΏΡΠΎΡΠ΅ΡΡΠ°ΠΌΠΈ, ΠΏΡΠΎΠΈΡΡ
ΠΎΠ΄ΠΈΠ²ΡΠΈΠΌΠΈ
Π·Π° ΠΏΠ΅ΡΠΈΠΎΠ΄ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅ΠΏΠ»Π΅Π½ΠΈΡ ΠΊΠ»ΠΈΠΌΠ°ΡΠ°. Π¦Π΅Π»ΡΡ ΡΠ°Π±ΠΎΡΡ Π΅ΡΡΡ Π²ΡΡΠ²Π»Π΅Π½ΠΈΠ΅ ΠΈΡ
ΡΠ²ΡΠ·Π΅ΠΉ, ΠΊΠΎΡΠΎΡΡΠ΅ Π½Π°
ΠΏΡΠΎΡΡΠΆΠ΅Π½ΠΈΠΈ ΠΏΠ΅ΡΠΈΠΎΠ΄Π° ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΠΎΠ³ΠΎ ΠΏΠΎΡΠ΅ΠΏΠ»Π΅Π½ΠΈΡ ΠΊΠ»ΠΈΠΌΠ°ΡΠ° ΡΡΠΈΠ»ΠΈΠ²Π°Π»ΠΈΡΡ ΡΡΡΠΎΠΉΡΠΈΠ²ΠΎ ΠΈ Π½ΡΠ½Π΅ ΡΠ²Π»ΡΡΡΡΡ
Π·Π½Π°ΡΠΈΠΌΡΠΌΠΈ
Linguistic metaconcepts can improve grammatical understanding in L1 education evidence from a Dutch quasi-experimental study
This is the final version. Available on open access from Public Library of Science via the DOI in this recordData Availability: All relevant data are within the paper and its Supporting Information files. Data can also be found on the OSF repository at: DOI 10.17605/OSF.IO/EGKJD (https://osf.io/egkjd/?view_only=None).This mixed-method quasi-experimental study examined whether metaconceptual grammar teaching impacts on (a) studentsβ L1 grammatical understanding, (b) their βblindβ use of grammatical concepts and (c) their preference of using explicit grammatical concepts over everyday concepts in explaining grammatical problems. Previous research, involving single group pre-postintervention designs, found positive effects for metaconceptual interventions on secondary school studentsβ grammatical reasoning ability, although a negative side effect seemed to be that some students started using grammatical concepts βblindlyβ (i.e., in an inaccurate way). While there are thus important clues that metaconceptual grammar teaching may lead to increased grammatical understanding, there is a great need for more robust empirical research. The current study, involving 196 Dutch 14-year old pre-university students, is a methodological improvement of previous work, adopting a switching replications design. Bayesian multivariate analyses indicate medium to large effects from the metaconceptual intervention on studentsβ grammatical understanding. The study found a similar effect of the intervention on studentsβ ability to use explicit grammatical concepts over everyday concepts in tackling grammatical problems. No evidence for increased βblindβ concept use as a negative byproduct of the intervention was found. Additional qualitative analyses of in-intervention tasks provided further evidence for the effectiveness of metaconceptual interventions, and seemed to indicate that cases of blind concept use, rather than being a negative side effect, might actually be part of a gradual process of studentsβ growing understanding of grammatical (meta)concepts. We discuss these findings in relation to previous work and conclude that linguistic metaconcepts can improve L1 grammatical understanding.Netherlands Organisation of Scientific Research (NWO
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