Structure-based Versus Dynamic Usage-based Instruction

L2 French Writing skills after six years of instruction in high school.

Authors

DOI:

https://doi.org/10.51751/dujal10935

Keywords:

explicit-implicit, exposure, L2 French, dynamic usage-based, structure-based

Abstract

In the Netherlands, teaching programs for French as a foreign language in secondary school usually involve an explicit focus on grammar. This is partially motivated by early findings in SLA research, which showed that explicit instruction is more effective in foreign language acquisition (Norris, & Ortega, 2000; Spada, & Tomita, 2010) and is even considered essential to achieve accuracy in advanced writing (Gunnarsson, 2012). The aim of this classroom study is to test these claims as it compares a structure-based (SB) method to a Dynamic Usage-Based (DUB) method in developing writing mastery in a pre-university program for French. The results suggest that both programs are equally effective in achieving grammatical accuracy and obtaining general text scores, but a DUB program seems more effective in achieving lexical complexity and fluency.

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Author Biographies

Wim Gombert, University of Groningen

Wim Gombert is a PhD candidate and teacher of L2 Dutch at the University of Groningen and a teacher of L2 French at a secondary school. His main research interests are L2 French and second language acquisition.

Merel Keijzer, University of Groningen

Merel Keijzer is a full professor of English Linguistics & English as a second language at the University of Groningen. Her research interests focus on second language learning, bilingualism and the cognitive effects of both throughout the lifespan. 

Marjolijn Verspoor, University of Groningen

Marjolijn Verspoor is Professor Emeritus of English Language and English as a Second Language at the University of Groningen, Netherlands, and Professor of Applied Linguistics at the University of Pannonia, Hungary. Her main research interests are second language development from a dynamic usage based perspective and instructional approaches in foreign language teaching.

 

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Published

2022-12-08

How to Cite

Gombert, W., Keijzer, M., & Verspoor, M. (2022). Structure-based Versus Dynamic Usage-based Instruction: L2 French Writing skills after six years of instruction in high school. Dutch Journal of Applied Linguistics, 11. https://doi.org/10.51751/dujal10935

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