Naslov
The effects of formal classroom-based teaching on the acquisition of English prepositions

Autori
Proroković, Jakov ; Balenović, Katica

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, ostalo, znanstveni

Skup
34. međunarodna konferencija HDPL-a ; JEZIČNO I IZVANJEZIČNO U MEĐUDJELOVANJU

Mjesto i datum
Filozofski fakultet, Split, Hrvatska, 24.06.2020. - 26.06.2020

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
prepositions, error analysis, formal grammar teaching, EFL students

Sažetak
The grammatical competence of EFL (English as a Foreign Language) students, when it comes to the use of prepositions, has been studied across different languages (Özışık 2014, Sudhakaran 2015, Tahaineh 2010, etc.). The goal of this research is to measure the linguistic competence in the use of prepositions and to evaluate the effectiveness of classroom-based teaching of English grammar on Croatian EFL students. The study relies on the analytical-nomological paradigm (Grotjahn 1987), characterised by quasi- experimental design and the use of quantitative data, followed by statistical analysis and qualitative remarks on the students’ mistakes. Two tests were administered as entailed by the research design: test 1, which – much like the placement test – serves as an assessment of the students’ competence with regard to the proper use of English prepositions ; and test 2, which follows the formal classroom-based teaching of prepositions and their use, and thus serves as both an assessment of the students’ progress and the ability to effect change through formal foreign language education. The research was conducted on 39 participants (students of preschool education and teacher education studies) over a 2-week time span, during which (in between the two tests) they were exposed to three academic hours of formal instruction on the use of prepositions. Repeated ANOVA shows positive change in the overall results following the formal instruction with high significance (F=12.36, df=1/38, p<0.01) and large effect size (partial eta-squared = 0.245). The students demonstrated the poorest knowledge in the use of prepositions that coincide with specific verbs and nouns. After formal instruction, the results revealed the greatest progress in the use of prepositions coinciding with adjectives, and no progress at all in the use of prepositions that go with certain verbs. Despite the existence of studies on the acquisition of prepositions by students whose linguistic background is the Croatian language (Brala 2000 ; Brala-Vukanović & Memišević 2014 ; Novosel 2017), the acquisition of English prepositions by Croatian students is still relatively unexplored, especially in the field of formal education.

Izvorni jezik
Engleski

Znanstvena područja
Filologija, Interdisciplinarne humanističke znanosti, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA