Grammar Teaching for Long Term Results
Dr. Scott Miles
Abstract
The explicit teaching of grammar has fairly widespread acceptance among second language scholars, but criticisms remain that gains made from explicit instruction decrease substantially (if not disappear) on delayed post-tests. In short, too much of what we teach is soon forgotten by the students, and this results in students having very little to show for grammar knowledge and usage even after years of explicit instruction. This presentation will report on two studies investigating the use of spaced repetition instruction schedules on second language grammar teaching. The use of systematic timing and recycling of grammar instruction resulted in grammar learning that was far more likely to ‘stick’ than grammar presented in the more traditional linear syllabus. After showing the results of the studies, the presenter will give practical tips on how to make sure that your students not only learn the grammar you teach, but retain it.
Bio-sketch
Scott Miles is an Assistant Professor at the Department of Foreign Languages in Daegu-Haany University. Scott has an MA in TESOL and a PhD in applied linguistics. He has published a reading course book for Macmillan publishers (Essential Reading), and is the editor of the TESOL Review journal. His research interests include extensive reading and cognitive approaches to second language acquisition.
