Transfer of Grammatical Knowledge into ESL Writing

Year 2016, , 47 - 64, 15.09.2016

S. Mekala M. Ponmani M.p. Shabitha

https://doi.org/10.32601/ejal.461016

Cited By: 1

Abstract

Writing is a challenging productive skill that necessitates the input of grammar knowledge in the

construction of intelligible and appropriate sentences. In the context of second language writing, ESL

learners have to be aware of using the target language structures in their writing. The learners’ ability to

transfer the metalinguistic knowledge, rhetorical devices, mechanics of writing and logic reasoning into

L2 writing is called language transfer. Mikulecky et al. (1998) and Ormrod (1998) have stated the

concept of language transfer as the extent to which the learned knowledge of grammatical structure, a

subset of literacy skill can be transferred from the classroom to learners’ writing. According to their view

form-focused pedagogical intervention assists the learners’ in developing metalinguistic knowledge to

comprehend and produce the language in a better way. In this regard, this paper examines to what

extent the learners are able to transfer the knowledge of grammar into their writing. Further, it has

analysed the grammatical features that can/not be transferred into students’ writing. It has also explored

the pedagogical factors that foster transfer of learning. The participants of this study are 58 second year

B.A English Literature students of a rural Arts & Science College in Tamilnadu. The results of the study

reveal that grammar instruction has enabled the transfer of learned grammar knowledge in their writing task

Keywords

Form-focused instruction; language transfer; second language writing

References

• Alderson, J. C., Clapham, C., & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1, 93-121. http://doi.org/c8cxt8
• Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn?: A taxonomy for far transfer. Psychological Bulletin, 128(4), 612. http://doi.org/cnk7rg
• Bialystok, E. (1979). Explicit and implicit judgements of L2 grammaticality. Language Learning, 29(1), 81-103. http://doi.org/b3nqjd
• Braddock, R., Lloyd-Jones, R., & Schoer, L. (1963). Research in written composition. Urbana, IL: National Council of Teachers of English.
• Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25(3), 459-512. http://doi.org/bvqc49
• Celce-Murcia, M. (1992). Formal grammar instruction: An educator comments. TESOL Quarterly, 26(2), 406-408. http://doi.org/csk4ss
• Celce-Murcia, M. & Larsen-Freeman, D. (with H. Williams) (1999). The Grammar book: An ESL/EFL teacher’s course (2nd ed.). Boston, MA: Heinkle & Heinkle.
• Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurrement, 20, 37-46. http://doi.org/dghsrr
• Detterman, D. K. (1993). The Case for the prosecution: Transfer as an epiphenomenon. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 1-24). Norwood, NJ: Ablex.
• Detterman, D. K., & Sternberg, R. J. (Eds.) (1993). Transfer on trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex.
• Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study of second language relativization. Studies in Second Language Acquisition, 13(4), 431-469. http://doi.org/c4vf9t
• Elder, C., Warren, J., Hajek, J., Manwaring, D., & Davies, A. (1999). Metalinguistic knowledge: How important is it in studying a language at university? Australian Review of Applied Linguistics, 22(1), 81-95.
• Ellis, R. (1993). The structural syllabus and second language acquisition. TESOL Quarterly, 27(1), 91-113. http://doi.org/dtdmkp
• Ellis, R. (2004). The definition and measurement of L2 explicit knowledge. Language Learning, 54, 227-75. http://doi.org/bm7pn8
• Ellis, R. (2006). Current issues in the teaching of grammar. An SLA perspective. TESOL Quarterly, 40(1), 83-107. http://doi.org/d447kq
• Haskell, E. H. (2001). Transfer of learning: Cognition, instruction and reasoning. New York: Academic Press.
• Hendrickson, J. (1979). Error analysis and error correction in language teaching. SEAMEO Regional Language Center, Singapore.
• Hillocks, G., Jr. (1986). Research on written composition: New directions for teaching. Urbana, IL: National Council of Teachers of English.
• Hulstijn, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second language learning: Introduction. Studies in Second Language Acquisition, 27(2), 129-140. http://doi.org/bct3kr
• Knapp, P. & M. Watkins (1994). Context-text-grammar: Teaching the genres and grammar of school writing in infants and primary classrooms. Sydney: Text Productions.
• Knowles, M. S. (1970). The Modern practice of adult education (Vol. 41). New York: New York Association Press.
• Krashen, S. D. (1982). Principles and practice in second language acquisition. New York: Prentice Hall.
• Landis, J. R., Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
• Larsen-Freeman, D. (1991). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 279-283). Boston, MA: Heinle & Heinle.
• Long, M. H. (1993). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17(3), 359-382. http://doi.org/ffdjw7
• Merton, F. (2006). Sameness and difference in transfer. The Journal of the Learning Sciences, 15(4), 499-535.
• Mikulecky, L., Lloyd, P., Siemantel, P. & Masker, S. (1998). Transfer beyond workplace literacy classes: Twelve case studies and a model. Reading Psychology, 19, 51-138. http://doi.org/ct75rb
• Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. New York: Cambridge University Press.
• Ormrod, J. E. (1998). Educational psychology: Developing learners (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
• Perkins, D. N. & Salomon, G. (1996). Learning transfer. In A. C. Tuijnman, (Ed.), International encyclopedia of adult education and training (pp. 422-27). Tarry town, NY: Pergamon Press.
• Pica, T. (1983). Adult acquisition of English as a second language under different conditions of exposure. Language Learning, 33(4), 465-497. http://doi.org/bb74wr