The present study investigates the effects of explicit grammar instruction on second (L2) grammar development by exploring L2 English learners’ use of adverb placement in English following different types of grammar instruction. A review of recent literature shows a scarcity of research that looks at whether providing explicit information about the learner’s first language (L1) can reduce the effects of crosslinguistic influence in additional language acquisition. Therefore, the present advances previous research as it explores whether L2 learners could benefit from contrastive explicit information about their L1 and L2. Seventy-two proficiency-matched L2 English learners participated in the study. All participants were L1 Sinhala speakers from Sri Lanka. They completed a Cambridge English proficiency test, and the results indicated that the participants had pre-intermediate proficiency in English. They were randomly assigned to three different groups. The first group received implicit grammar instruction on adverb placement in English, whereas the second group received explicit grammar instruction on the same property. Further, the third group also received explicit grammar instruction. Additionally, they received explicit information about their respective L1 Sinhala. Prior to the experiment, neither group had received instruction on adverb placement in English. The participants were tested immediately after the instruction and then six weeks later. The data were collected via a judgement task. The results indicate that the third group outperformed the other groups on the post-tests. Therefore, the findings suggest that providing explicit information about the L1 can facilitate L2 grammar development.

Authors:
Chandeera Gunawardena, University of Sunderland, United Kingdom

About the Presenter(s)
Dr Chandeera Gunawardena is a University Assistant Professor/Lecturer at University of Sunderland in United Kingdom

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