Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students
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Wilson Cheong Hin Hong
Abstract
Traditional English as a Foreign Language (EFL) grammar books categorize subordinating clauses into relative clauses, noun clauses, and adverbial clauses (e.g. Harris 2013). Likewise, secondary school teachers in Macao typically put emphasis on differentiating the functions and forms of each type of clause. This teaching method is often too complicated for students to apply the knowledge in actual writing. As a result, many sentential errors due to first language (L1) transfer repeatedly emerge in students’ writing. The current study proposes to abandon this traditional categorization. Teachers are advised to put emphasis on the similarities instead of the differences of the clauses in order to simplify teaching. To evaluate the effectiveness of the proposed method of teaching, a three-month case study was carried out to investigate the writing errors made by two pairs of lower-intermediate EFL learners in Macao. In a one-and-a-half-hour weekly session, one pair of learners were individually taught about dependent clause features whereas the other pair by categorization. The learners produced a weekly 250-word essay amid the training. Analysis of learners’ writings suggests the clause-element learners made better and steadier progress than the categorization learners. However, there was no sign that participants used more complex structures in later essays. Implications regarding grammar and writing pedagogy are discussed.
Abstract
Traditional English as a Foreign Language (EFL) grammar books categorize subordinating clauses into relative clauses, noun clauses, and adverbial clauses (e.g. Harris 2013). Likewise, secondary school teachers in Macao typically put emphasis on differentiating the functions and forms of each type of clause. This teaching method is often too complicated for students to apply the knowledge in actual writing. As a result, many sentential errors due to first language (L1) transfer repeatedly emerge in students’ writing. The current study proposes to abandon this traditional categorization. Teachers are advised to put emphasis on the similarities instead of the differences of the clauses in order to simplify teaching. To evaluate the effectiveness of the proposed method of teaching, a three-month case study was carried out to investigate the writing errors made by two pairs of lower-intermediate EFL learners in Macao. In a one-and-a-half-hour weekly session, one pair of learners were individually taught about dependent clause features whereas the other pair by categorization. The learners produced a weekly 250-word essay amid the training. Analysis of learners’ writings suggests the clause-element learners made better and steadier progress than the categorization learners. However, there was no sign that participants used more complex structures in later essays. Implications regarding grammar and writing pedagogy are discussed.
Chapters in this book
- Frontmatter I
- Preface V
- Acknowledgements VII
- Contents IX
- Contributors XI
- Teaching English writing in Chinese speaking regions 1
- Integrating e-learning into process writing: The case of a primary school in Hong Kong 19
- A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective 43
- Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students 67
- A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan 91
- Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study 117
- Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance 145
- A narrative inquiry into washback of highstakes and low-stakes testing on second language English writing in Hong Kong higher education 179
- Preparing Chinese novice writers for academia: An integrated genre-based approach for writing research articles 207
- Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan 233
- Practice and future directions for developing Chinese speakers’ English writing across different education levels 257
- Index 271
Chapters in this book
- Frontmatter I
- Preface V
- Acknowledgements VII
- Contents IX
- Contributors XI
- Teaching English writing in Chinese speaking regions 1
- Integrating e-learning into process writing: The case of a primary school in Hong Kong 19
- A dual case study of perceptions of strategy-based training and peer review stances among Hong Kong secondary students: An activity theory perspective 43
- Improving English as a foreign language learners’ writing using a minimal grammar approach of teaching dependent clauses: A case study of Macao secondary school students 67
- A pedagogical inquiry into students’ writing skills development from the perspective of English as a lingua franca: Insights from secondary and tertiary English language education in Taiwan 91
- Metacognitive knowledge development of low proficiency Hong Kong English as a Foreign Language university students in a process-oriented writing course: An action research study 117
- Metacognitive strategy-focused instruction in a writing across the curriculum programme in a Hong Kong university: The impact on writing performance 145
- A narrative inquiry into washback of highstakes and low-stakes testing on second language English writing in Hong Kong higher education 179
- Preparing Chinese novice writers for academia: An integrated genre-based approach for writing research articles 207
- Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan 233
- Practice and future directions for developing Chinese speakers’ English writing across different education levels 257
- Index 271
