Linguistic metaconcepts can improve grammatical understanding in L1 education evidence from a Dutch quasi-experimental study
dc.contributor.author | van Rijt, J | |
dc.contributor.author | Myhill, D | |
dc.contributor.author | De Maeyer, S | |
dc.contributor.author | Coppen, P-A | |
dc.date.accessioned | 2022-05-31T08:18:56Z | |
dc.date.issued | 2022-02-03 | |
dc.date.updated | 2022-05-30T17:53:15Z | |
dc.description.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 robust empirical research. The current study, involving 196 Dutch 14-year old pre-university students, is a methodological improvement of previous work, adopting a switching replications design. Bayesian multivariate analyses indicate medium to large effects from the metaconceptual intervention on students’ grammatical understanding. The study found a similar effect of the intervention on students’ ability to use explicit grammatical concepts over everyday concepts in tackling grammatical problems. No evidence for increased ‘blind’ concept use as a negative byproduct of the intervention was found. Additional qualitative analyses of in-intervention tasks provided further evidence for the effectiveness of metaconceptual interventions, and seemed to indicate that cases of blind concept use, rather than being a negative side effect, might actually be part of a gradual process of students’ growing understanding of grammatical (meta)concepts. We discuss these findings in relation to previous work and conclude that linguistic metaconcepts can improve L1 grammatical understanding. | en_GB |
dc.description.sponsorship | Netherlands Organisation of Scientific Research (NWO) | en_GB |
dc.identifier.citation | Vol. 17 (2), article e0263123 | en_GB |
dc.identifier.doi | https://doi.org/10.1371/journal.pone.0263123 | |
dc.identifier.grantnumber | 023.009.034 | en_GB |
dc.identifier.uri | http://hdl.handle.net/10871/129786 | |
dc.identifier | ORCID: 0000-0002-3207-3859 (Myhill, Debra) | |
dc.language.iso | en | en_GB |
dc.publisher | Public Library of Science (PLoS) | en_GB |
dc.relation.url | https://doi.org/10.17605/OSF.IO/EGKJD | en_GB |
dc.rights | © 2022 van Rijt et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. | en_GB |
dc.title | Linguistic metaconcepts can improve grammatical understanding in L1 education evidence from a Dutch quasi-experimental study | en_GB |
dc.type | Article | en_GB |
dc.date.available | 2022-05-31T08:18:56Z | |
dc.description | This is the final version. Available on open access from Public Library of Science via the DOI in this record | en_GB |
dc.description | Data Availability: All relevant data are within the paper and its Supporting Information files. Data can also be found on the OSF repository at: DOI 10.17605/OSF.IO/EGKJD (https://osf.io/egkjd/?view_only=None). | en_GB |
dc.identifier.eissn | 1932-6203 | |
dc.identifier.journal | PLOS One | en_GB |
dc.relation.ispartof | PLOS One | |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en_GB |
dcterms.dateAccepted | 2022-01-12 | |
rioxxterms.version | VoR | en_GB |
rioxxterms.licenseref.startdate | 2022-02-03 | |
rioxxterms.type | Journal Article/Review | en_GB |
refterms.dateFCD | 2022-05-31T08:17:25Z | |
refterms.versionFCD | VoR | |
refterms.dateFOA | 2022-05-31T08:19:00Z | |
refterms.panel | C | en_GB |
refterms.dateFirstOnline | 2022-02-04 |
Files in this item
This item appears in the following Collection(s)
Except where otherwise noted, this item's licence is described as © 2022 van Rijt et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.