How effective is studying these “rules?” Research shows “not at all!” What was lurking beneath all that studying for those claiming it did, in fact, work? Comprehensible Input (CI).
with Dlaska and Krekeler (2017)
All of this research has been shared by Eric Herman, either in the Acquisition Classroom Memos, or from my direct requests. Thanks, dude! As you’ll see, there is very little support (none?) for explicit grammar, or traditional rule-based language instruction. Even effectiveness aside, it should be clear that the practice has no place in inclusive K-12 classrooms (and probably beyond), since affective factors—alone—are shown to result in enough negative consequences. N.B. The highly-motivated independent adult learner can, and probably will do anything they want, and/or feel is helping them regardless of any proof. K-12 students are NOT those people.
Step 1 of TPRS is “establish meaning” to show what a word/phrase means in the target language (TL) before using it to co-create a story. The most efficient and effective way to do this is by using a native language (L1) common to all students (e.g. “fēlēs means cat“). In TPRS, we write the TL on the board, underline it, then write the L1 below in a different color. We refer to this throughout class by pointing and pausing.
Establishing meaning is also Step 1 for anyone providing comprehensible input (CI), regardless of the method or strategy.
If this step doesn’t occur, teachers are providing input (I) that might not be comprehensible (C). Although there’s some role that noise in the input plays (Incomprehensible Input?), it’s clear that acquisition doesn’t happen with high levels of that noise. This is why no one—NO ONE—disputes that CI is necessary; it’s the sine qua non of acquisition, which is why establishing meaning is so important.
Still, there’s been confusion over establishing meaning, and that confusion has to do with purpose…
Someone on Facebook posed a couple questions to those at the college/university level regarding the preparedness, and subsequent placement of incoming students.
These are excellent questions.
One comment reported that most incoming Advanced Placement (AP) students retake a lower level grammar course in college. Most! These AP students were successful in high school because of significant memorization, but aren’t prepared for grammar the way colleges expect them to be. Perhaps we should look at exposing students to grammar a different way, no?
I’ve asked these questions, myself, yet the few Classics Departments I solicited years ago didn’t collect any of that data beyond a handful of students they could remember from the current year. Oh, would that they had done so!