Supporting Less-Proficent Writers through Linguistically-Aware Teaching
Language and Education
Taylor & Francis (Routledge)
© 2018 Informa UK Limited, trading as Taylor & Francis Group.
Reason for embargo
Under embargo until 23 August 2019 in compliance with publisher policy.
Whilst historically there has been a widespread consensus that teaching grammar has no impact on students’ attainment in writing, more recent research suggests that where a functionally-oriented approach to grammar is meaningfully embedded within the teaching of writing, significant improvements in writing can be secured. A recent study ((Myhill et al 2012), using a functionally-oriented approach, which found a statistically significant positive effect of such an approach, also found that the approach appeared to benefit higher-attaining writers more than lower-attaining writers. The study reported here set out to investigate specifically whether functionally-oriented approach to teaching grammar in the context of writing might support less proficient writers. A quasi-experimental design was adopted, repeating the principles of the parent study but with the intervention adapted to meet the identified writing needs of less proficient writers. The statistical analysis indicated a positive effect for the intervention group (p<0.05), and an effect size of 0.33 on students’ sentence structure and punctuation. The study demonstrates that explicit attention to grammar within the teaching of writing can support learners in developing their writing, but taken with the parent study, it also highlights that pedagogical choices need to be well-matched to writers’ needs.
This parent study referred to in this article was supported by the Economic and Social Research Council.Funding Agency under Grant ES/FO15313/1. The study reported in this article was funded by Pearson.
This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record.
Published online 23 February 2018.