Is evidence-based L2 pedagogy achievable? The research–practice dialogue in grammar instruction,The Modern Language Journal

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Is evidence-based L2 pedagogy achievable? The research–practice dialogue in grammar instruction
The Modern Language Journal ( IF 4.7 ) Pub Date : 2023-08-17 , DOI: 10.1111/modl.12864
Hyun–Bin Hwang ₁

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This study investigated the influence of teachers’ experience with research-related activities on their current grammar teaching practice and research engagement for second language (L2) grammar instruction. Survey responses were collected from 701 Korean L2 English teachers and were analyzed with exploratory factor analyses and logistic regressions. This study found four major findings, irrespective of the level of teachers’ prior experience with research-related activities. First, there was a marked discrepancy between teachers’ grammar instruction and pedagogical recommendations of form-focused instruction studies. Second, in-class environment was the most influential element in shaping their grammar instruction. Third, more research-related activities in the past did not lead to noticeable research engagement in the present. Fourth, lack of external support was the biggest hindrance to teachers’ research engagement to implement evidence-based grammar instruction. However, prior research-related experience appeared to nudge teachers into acknowledging the value of research while also causing them to be more cognizant of the limited relevance of research to their grammar teaching practice. I argue that the irrelevance of research can be a more serious obstacle to teachers’ research engagement in the long term and L2 pedagogy literacy of researchers is a prerequisite for research-informed pedagogy to be achievable.

中文翻译：

基于证据的第二语言教学可以实现吗？语法教学中的研究与实践对话

本研究调查了教师研究相关活动的经验对其当前语法教学实践和第二语言（L2）语法教学研究参与的影响。调查问卷收集自 701 名韩国第二英语教师，并通过探索性因素分析和逻辑回归进行分析。无论教师之前从事研究相关活动的经验水平如何，这项研究都有四个主要发现。首先，教师的语法教学与以形式为中心的教学研究的教学建议之间存在明显差异。其次，课堂环境是影响语法教学的最有影响力的因素。第三，过去更多的研究相关活动并没有导致现在明显的研究参与。第四，缺乏外部支持是教师参与研究以实施循证语法教学的最大障碍。然而，先前的研究相关经验似乎促使教师承认研究的价值，同时也使他们更加认识到研究与其语法教学实践的相关性有限。我认为，从长远来看，研究的无关性可能会成为教师参与研究的更严重障碍，而研究人员的第二语言教学素养是实现研究型教学的先决条件。先前与研究相关的经验似乎促使教师承认研究的价值，同时也使他们更加认识到研究与其语法教学实践的相关性有限。我认为，从长远来看，研究的无关性可能会成为教师参与研究的更严重障碍，而研究人员的第二语言教学素养是实现研究型教学的先决条件。先前与研究相关的经验似乎促使教师承认研究的价值，同时也使他们更加认识到研究与其语法教学实践的相关性有限。我认为，从长远来看，研究的无关性可能会成为教师参与研究的更严重障碍，而研究人员的第二语言教学素养是实现研究型教学的先决条件。

更新日期：2023-08-17

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