Abstract
AbstractTraditional grammar pedagogy conceptualising grammar as rules of thumb fails to provide learners with comprehensive, accurate, or systematic knowledge on the English present simple and past simple. This classroom-based study aims at investigating the application of an alternative pedagogical grammar method integrating the pedagogical framework of systemic theoretical instruction and the linguistic framework of cognitive grammar to the instruction on the English tense system. Four instructional sessions were conducted in an English language classroom in a Hong Kong secondary school, and impacts of the pedagogy on students’ grammatical comprehension were examined by means of truth-value judgement tests and focus group interviews. The pedagogical approach was found to exert limited impacts on students’ grammatical comprehension statistically. Factors of length of instructional time and instructional order ought to be taken into consideration in application of the pedagogy to second language grammar instruction.KeywordsSystemic theoretical instructionCognitive grammarEnglish tenses
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