Summary of Chapter 2 in Cook book
This chapter starts with the introduction of different classifications of grammar definition, from
prescriptive to traditional and from structural to grammatical competence. It then drills deep into
the research area of smallest grammar components: structure words and grammatical
morphemes. In particular some research in this area reveals the existence of the interlanguage
grammar (regardless of learners’ first language), and also demonstrates that grammar is learnt in
a particular sequence in L2 acquisition. With the introduction of the processability model this
chapter formalizes the sequence in L2 acquisition with six grammatical stages. In the meantime it
also reveals the important fact that gaps and conflicts exist between the model and the teaching
practice. Another research insight is delivered with the introduction of universal grammar and
parameters of variation. In particular this demonstrates what can be in common and different
when comparing different languages and learning L2 languages based on first language. This
chapter is concluded with how to pragmatically apply the insights/findings already discussed to
the teaching practice. Consciously respecting and following the L2 learning order and raising the
awareness of language are the important takeaways to help with the second language teaching
and learning.
Summary of Subject Reading for article “The Effects of Communicative Grammar Teaching
on Students Achievement of Grammatical Knowledge and Oral Production”
In this essay the author attempts to apply the communicative teaching method in a research study to
showcase the effect of this method on the achievement of grammatical knowledge as well as the
overall student’s reception of this method. The research study takes place in a high school in Vietnam,
where most of the official English textbooks are somehow already designed based on CLT
(Communicative Language Teaching) method. However, Vietnams students still show the deficit in
applying correct grammar to the conversational communication. The essay attributes this issue to the
dominant usage of the GTM (Grammar-Translation Method) in training grammar by most high school
teachers. Motivated by the highlighted issue the essay carries out the experiment to contrast and
compare the study result by applying the CLT and GTM methods to two different groups of students
respectively. It aims to identity how and to which degree the CLT method can affect the students’
achievement of grammatical knowledge and oral production. Also it checks the overall acceptance of
the students towards this new method. For both objectives the study delivers the positive outcome.
The finding reveals that the students who were taught grammar with CLT achieve better scores in
both grammar-paper test and oral test with statistically significant differences. On the other hand
through gathered feedback from the student questionnaire the study shows the CLT method actually
catches and fosters the students’ learning interest.
Summary of Subject Reading for article “Online Independent Vocabulary Learning
Experience of Hong Kong University Students”
This Journal provides the research in the area of vocabulary teaching and learning. It carries out an
experiment by providing an independent vocabulary learning platform to selected students in a
Hongkong university and evaluating the learning experiences. The journal starts with describing the
issue of inadequate vocabulary capacity possessed by most Hongkong undergraduates. It then
provides some background for this issue, being low status of vocabulary teaching in the classroom
and role reduction of English language after Hongkong handover in 1997. Also it identifies the general
lack of vocabulary learning strategies and autonomous learning among Hongkong students, which
can mostly be attributed to cultural reasons. Subsequently the journal introduces the online platform in
order to address the above concerns by strengthening the students’ knowledge of words/learning
strategies and providing them with an independent and autonomous learning environment. The
platform covers the learning areas of word knowledge/formation, meaning relation and learning
strategies. After evaluating the interviews and reports from selected participants the journal reveals
the findings of the study especially in aspects of word knowledge and learning strategies. The
gathered insights confirm in particular the fact that the negligence of teaching the vocabulary learning
strategies in early years of English education causes the students to adopt memory and cognitive
learning strategies sparingly. It then calls for the systematic introduction and practice of word
knowledge and vocabulary learning strategy to occur at early years.
Summary of Subject Reading for article “Feedback on Second Language Pronunciation: A
Case Study of EAP Teachers’ Beliefs and Practices”
This essay aims to provide the research study of the feedback given by ESL teachers in the area
of second language pronunciation. Acknowledging the fact that pronunciation is an essential skill
frequently given insufficient attention to, the essay starts with setting the encouraging tone for
the importance of pronunciation teaching for better student learning and communication.
Contrasted with the aspiration of the learner to achieve clear and native-like pronunciation, the
essay explores several factors why instruction in L2 pronunciation is neglected. It also highlights
the importance of the teacher’s cognition and feedback on the pronunciation teaching and shows
recent research studies on the relationship between teacher’s cognition and feedback and their
limitations, such as lack of observed teaching, etc. Based on the above observation the essay
starts to introduce the overall research study focus: examination of various forms of feedback
used in L2 language teaching during the case study and how the teachers’ cognitions influence
the feedback given in classroom teaching. The study is carried out in the forms of interviews and
classroom observations of some selected ESL teachers, focusing on their feedback given on the
pronunciation classes designed to improve L2 oral communication. The result of the study
highlights the finding that feedback is normally given with the cognition to enhance learner’s oral
comprehensibility , and it also demonstrates several typical feedback techniques used in the case
study, such as, voice recording, recasting, etc, The essay is concluded with expanding the
findings by providing additional recommendations such as, systematic use of cues and usage of
oral journals, etc.