Main Article Content
It has been well-established in research that Saudi Arabian EFL students tend to find it difficult to understand English tenses. In particular, they struggle with conjugating verbs in the past tense. This research examines how explicit grammar teaching could help undergraduate level Saudi students overcome these difficulties. For the study, students were put into two different groups. These were the experimental group (group A) and the control group (group B). Group A students were given direct, specific teaching focused on learning the past-tense. Group B students were given more general teaching. At the end of the study, they were tested. The results of these tests demonstrate a definite short-term improvement in the ability of group A students, but later testing indicates that this improvement may have been short-lived.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.
The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations. The submitting author is responsible for securing any permissions needed for the reuse of copyrighted materials included in the manuscript.
While the advice and information in this journal are believed to be true and accurate on the date of its going to press, neither the authors, the editors, nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.
Bowles, M. A. (2011). Measuring Implicit and Explicit Linguistic Knowledge. Studies in Second Language Acquisition, 33(02), 247–271. doi:10.1017/s0272263110000756
Dekeyser, R. M. (1998). Beyond focus on form: cognitive perspectives on learning and practicing second language grammar. In C. Doughty, & J. Williams (Eds.), Focus on form in second language acquisition (pp. 342-359). Cambridge: Cambridge University Press.
DeKeyser, R. (2000). The robustness of critical period effects in second language acquisition. SSLA, 22, 499 – 533.
DeKeyser, R. (2003). Implicit and Explicit Learning. In C. Doughty & M. Long (Eds.), The Handbook of Second Language Acquisition. Malden, MA: Blackwell Publishers.
DeKeyser, R., & Larson-Hall, J. (2005) What Does the Critical Period Really Mean? In: Kroll, JF, De Groot AMB, eds. Handbook of Bilingualism: Psycholinguistic Approaches. Oxford: Oxford University Press. pp 88–108.
Ellis, R. (2005). Measuring Implicit and Explicit Knowledge of A Second Language: A Psychometric Study. Studies in Second Language Acquisition,27(02), . doi:10.1017/s0272263105050096
Ellis, R. (2008). The study of Second language acquisition (2nd ed.). Oxford: Oxford University Press.
Hulstjin, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second- language learning. Studies in Second Language Acquisition, 27, 129-140.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
Paradis, M. (2009). Declarative and procedural determinants of second languages. Amsterdam: John Benjamins.
Richards, J. C., & Schmidt, R. W. (2010). Longman dictionary of language teaching and applied linguistics (4th ed.). Harlow, England: Pearson College Div.
Rebuschat, P., & Williams, J. N. (2012). Implicit Learning in Second language acquisition. The Encyclopedia of Applied Linguistics.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.). Cognition and second language instruction (pp.3- 32). Cambridge: Cambridge University Press.