Past vs Previous in EFL Teaching of L1 Slavic Students

Autor/in	Szewel, Anatol
Titel	Past vs Previous in EFL Teaching of L1 Slavic Students
Quelle	In: Language Teaching Research Quarterly, 26 (2021), S.39-51 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Slavic Languages; Transfer of Training; Native Language; Grammar; Verbs; Interference (Language); Textbooks; Teaching Methods; Communicative Competence (Languages); Form Classes (Languages); Polish; Contrastive Linguistics; Syntax; Linguistic Theory; Russian + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Slawische Sprache; Training; Transfer; Ausbildung; Grammatik; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Analytischer Sprachbau; Polnisch; Linguistics; Kontrastive Linguistik; Linguistische Theorie; Russisch
Abstract	In Germanic and Slavic languages, the Verb is the most extensive grammatical item, which causes most of the troubles for second language learners. It has been noticed that Slavic L1 learners of English make mistakes in using verb forms due to the transfer of their L1 grammatical system (grammar concepts) onto the English language. The goal of the paper is to show how the wording of grammatical explanations in English influences the conceptualisation of grammatical items. The paper refers to one of the most probable sources of such misunderstanding -- the way grammatical forms are named and explained in frequently used course books and grammars of English, which leads to a corrupted or limited understanding of the functionality of a grammatical form in L1 Slavic learners. The practical clues presented below might be beneficial for authors of course-books, FL language teachers and teacher trainers in solving the dilemma between the implicit vs explicit approach to teaching grammar, in constructing concept questions and formulating clear explanations in class. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01