First Advisor

Marjorie Terdal

Term of Graduation

Summer 2001

Date of Publication

Summer 7-10-2001

Document Type

Thesis

Degree Name

Master of Arts (M.A.) in Teaching English to Speakers of Other Languages

Department

Applied Linguistics

Language

English

Subjects

German language -- Grammar, German language -- Study and teaching -- Foreign Speakers, Second language acquisition

Physical Description

1 online resource (viii, 148 pages)

Abstract

The study was inspired by continuous discussion in the field of second language acquisition and teaching on the role of grammar instruction in successful language learning. Traditionally foreign language and second language classrooms have been taught with a pedagogical focus on language structure. More recently there has been support for second language classrooms focusing on content, function, or communication rather than form. The purpose of this quasi-experimental study was to compare the effectiveness of an innovative function-based classroom with a traditional form-based classroom.

During a ten-week period, one class of Intermediate German was taught in a form-based classroom while another was taught in a function-based class. Both classes met three times a week for 65 minutes each. The form-based class was lectured on grammatical forms and engaged in repetitive grammar exercises. The function-based class was placed in communicative situations. Both classes were tested on form by a traditional form test based on the grammar textbook used in the class and on function by an unofficial OPI in the beginning and in the end of the class. The scores on these test were later analyzed for their learning effect by 2 x 2 repeated measures ANOVA in order to determine the effect of the teaching approach on the students' improvement on the two tests. A survey was also administered at the beginning and the end of class. to record changes of attitude and students' satisfaction with the class.

The students in the form-based classroom improved more on the form test and the students from the function-based classroom more on the OPI. The students form the function-based classroom wrote more on a final essay than the students from the function-based classroom. The students from the function-based classroom rated their improvement better than the form-class. Most students from the form-based classroom had a negative change of attitude towards the continuation of German, whereas the students from the function-based class had either no change of attitude or a positive one. Over all the results suggest that the choice of timing and amount of grammar instruction depends on the goals of the stakeholders.

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