Please use this identifier to cite or link to this item:
Title: Avoidance of complex grammar by senior high school L2 english students : motivations and cognition
Authors: Adedokun, Elizabeth Temilade 
Adedokun, Theophilus Adedayo 
Keywords: Grammar;Structures;Motivation;Avoidance;Cognition;Senior high school;L2 English learners/students
Issue Date: 12-Mar-2024
Source: Adedokun, E.T. and Adedokun, T. A. 2024. Avoidance of complex grammar by senior high school L2 english students: motivations and cognition. International Journal of Curriculum and Instruction. 16(2): 287-307 (21).
Journal: International Journal of Curriculum and Instruction; Vol. 16, Issue 2 
This study investigates the motivations and thought processes behind grammar avoidance in senior high school second language (L2) English learners during grammar learning. Twelve suburban public school intermediate proficiency L2 English learners were selected. Data was collected through qualitative semi-structured interviews and thematically analyzed. Using Bourdieu's sociological theory, the following themes emerged from the data analysis: (i) Strategic Simplification: Navigating Linguistic Capital and Habitus for Effective Communication, (ii) Strategic Avoidance: Navigating Complex Sociolinguistic Forces to Optimize Communication, (iii) Managing Perceived Communication Risk, and (iv) Strategic Avoidance as Temporary Adaptation: Ambivalent Linguistic Simplification. Cognitively, limited working memory hindered processing and producing complex syntax, while avoidance helped manage high cognitive load. Insufficient explicit grammatical knowledge also prevented consolidating new structures. Avoidance allowed time to acquire the declarative knowledge needed. The findings suggest grammar avoidance balances complexity and accuracy, motivated by affective and cognitive constraints. Implications include building confidence, knowledge, and skills to enable early practice with complex constructions rather than prolonged avoidance. The study recommends that further research is required to determine optimal thresholds for avoidance and levels of optimal challenge for introducing complex grammar.
ISSN: 1993-7660
Appears in Collections:Research Publications (Arts and Design)

Files in This Item:
File Description SizeFormat
EAdedokun_TAdedokun_2024.pdf279.29 kBAdobe PDFView/Open
IJCI Copyright Clearance.docxCopyright clearance209.1 kBMicrosoft Word XMLView/Open
Show full item record

Page view(s)

checked on Jun 2, 2024


checked on Jun 2, 2024

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.