Explicit Form-Focussed Pedagogies in Hybrid Contexts
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| Title: | Explicit Form-Focussed Pedagogies in Hybrid Contexts |
|---|---|
| Language: | English |
| Authors: | Samantha Austen, Jo Fayram |
| Source: | TESL Canada Journal. 2025 42(1):89-110. |
| Availability: | TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: https://teslcanadajournal.ca/index.php/tesl |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Grammar, Teaching Methods, English (Second Language), Second Language Learning, Second Language Instruction, Blended Learning, COVID-19, Pandemics, Open Universities, Foreign Countries, Psycholinguistics, Phrase Structure, Verbs, Morphemes, English for Academic Purposes |
| Geographic Terms: | United Kingdom |
| ISSN: | 0826-435X 1925-8917 |
| Abstract: | Starting from a justification of explicit approaches to grammar teaching, this article discusses grammar materials used within a hybrid learning context at the Open University in the United Kingdom and the cognitive principles reflected in their design. The authors argue that as part of a socio-cognitive theoretical approach, explicit form-focussed grammar instruction is not only desirable but may also be essential to meet the diverse needs of students within any language learning context. Since the COVID pandemic, the pedagogical landscape has changed, with more organizations offering hybrid approaches to language learning. In such contexts, the authors argue that the more "explicit" the online component of the blend, the more likely it is to facilitate "noticing," which is one essential component of the development of grammatical competence. The authors draw on a cognitive linguistic framework and their own research to support the importance of explicit grammar pedagogy, prior to providing examples of grammar materials developed for language students at different levels at the Open University. They conclude by suggesting that the cognitive principles reflected in the design of these materials can be applied to any language learning context and may therefore be useful not only to language educators in Canada but also to teacher developers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481071 |
| Database: | ERIC |
| Abstract: | Starting from a justification of explicit approaches to grammar teaching, this article discusses grammar materials used within a hybrid learning context at the Open University in the United Kingdom and the cognitive principles reflected in their design. The authors argue that as part of a socio-cognitive theoretical approach, explicit form-focussed grammar instruction is not only desirable but may also be essential to meet the diverse needs of students within any language learning context. Since the COVID pandemic, the pedagogical landscape has changed, with more organizations offering hybrid approaches to language learning. In such contexts, the authors argue that the more "explicit" the online component of the blend, the more likely it is to facilitate "noticing," which is one essential component of the development of grammatical competence. The authors draw on a cognitive linguistic framework and their own research to support the importance of explicit grammar pedagogy, prior to providing examples of grammar materials developed for language students at different levels at the Open University. They conclude by suggesting that the cognitive principles reflected in the design of these materials can be applied to any language learning context and may therefore be useful not only to language educators in Canada but also to teacher developers. |
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| ISSN: | 0826-435X 1925-8917 |
