Linguistic metaconcepts can improve grammatical understanding in L1 education evidence from a Dutch quasi-experimental study.

ABSTRACT: This mixed-method quasi-experimental study examined whether metaconceptual grammar teaching impacts on (a) students' L1 grammatical understanding, (b) their 'blind' use of grammatical concepts and (c) their preference of using explicit grammatical concepts over everyday concepts in explaining grammatical problems. Previous research, involving single group pre-postintervention designs, found positive effects for metaconceptual interventions on secondary school students' grammatical reasoning ability, although a negative side effect seemed to be that some students started using grammatical concepts 'blindly' (i.e., in an inaccurate way). While there are thus important clues that metaconceptual grammar teaching may lead to increased grammatical understanding, there is a great need for more ro

SUBMITTER: van Rijt J 

PROVIDER: S-EPMC8812858 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature