Debra Myhill|Susan Jones|Helen Lines|Annabel Watson
Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding
University of Exeter|University of Exeter|University of Exeter|University of Exeter
paper reports national study involving mixed methods research design comprising randomised controlled trial text analysis student teacher interviews lesson observationsit set investigate whether contextualised teaching grammar linked teaching writing would improve student outcomes writing metalinguistic understandingthe rct involved 744 students 31 schools south west midlands england blind randomisation studyclasses randomly allocated either comparison intervention group sample matched teacher linguistic subject knowledgethe statistical data complemented three interviews per teacher three interviews focus student class plus three lesson observations class giving data set 93 teacher interviews 93 student interviews 93 lesson observationsin addition final pieces writing produced scheme work collectedthe statistical results indicate significant positive effect intervention also indicate benefit experienced strongly able writers samplethe regression modelling also indicates teacher linguistic subject knowledge significant mediating factor success interventionthe qualitative data provides evidence impact teacher knowledge intervention implemented students metalinguistic learningit also reveals teachers found explicitness use discussion emphasis playful experimentation salient features interventionthe study significant providing robust evidence first time positive benefit derived teaching grammar signals potential pedagogy writing includes theorised role grammar introductionthe debate place grammar english curriculum long history research reports professional arguments topic spanning fifty yearsmoreover debate crosses national boundaries common anglophone countriesdetailed reviews international evidence benefits teaching grammar stimulated renewed emphasis grammar national curriculum english national literacy strategy conducted hudson 2004 wyse 2004 recently eppi review group english 2004it debate theoretical pedagogical one public regularly enthusiastically participated gordon 2005at time international concerns childrens standards writingin australia following 1996 national school english literacy survey minister schools acknowledged many children achieve minimum acceptable standard literacy masters forster 1997in us call writing revolution ncw 2003 address problem children cannot write skill expected today ncw 2003 followed major policy change child left behind us department education 2002this reintroduced grammar part raising standards agenda 20theoretical framework tandem political ideological constructions grammar debate academic discussion linguists educationalists value explicit systematic teaching grammarthe discipline linguistics course much broader topic grammar including amongst things phonetics pragmatics evolutionary linguistics language acquisition neurolinguisticsin general educationalists focus grammar structure language cases language acquisitionincreasingly discussing grammar linguists draw principles contemporary linguistic theories descriptive sociocultural emphasis carter describes functionally oriented related study texts responsive social purposescarter 1990104they contend better understanding language works variety contexts supports learning literacydenham lobeck 2005 draw empirical studies claim multicultural linguistically diverse classrooms us linguistic knowledge tool inform teachers approaches language study classroomhudson 2004 offers theoretical argument education needs linguistics noting distinction traditional prescriptive grammar different approaches modern linguisticsbut teachers educationalists remain scepticalthe minutes meeting linguistic society america national council teaching english powerful body representing english teachers discuss better integrate linguistics englishlanguage arts curriculum note ncte eager step partners project initiated linguists lsa 20061indeed many educationalists lack enthusiasm grammar teaching see potentially detrimental childrens language developmentbraddock et al review 1963 research composition concluded teaching grammar harmful elbow argued nothing helps writing much learning ignore grammar elbow 1981169as evident publication dates already cited longrunning debate remains unresolvedthe nature evidence base however many conceptual methodological flaws much extant research base used provide evidence debateresearch repeatedly used selectively justify predetermined position support particular stanceboth hudson 2004 wyse 2004 use research evidence support opposing standpoints drawing differing evidence claims offering different interpretations