Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/5209
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dc.contributor.authorAdedokun, Elizabeth Temiladeen_US
dc.contributor.authorAdedokun, Theophilus Adedayoen_US
dc.date.accessioned2024-03-13T09:56:24Z-
dc.date.available2024-03-13T09:56:24Z-
dc.date.issued2024-03-12-
dc.identifier.citationAdedokun, 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).en_US
dc.identifier.issn1993-7660-
dc.identifier.urihttps://hdl.handle.net/10321/5209-
dc.description.abstractThis 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.en_US
dc.format.extent21 pen_US
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Curriculum and Instruction; Vol. 16, Issue 2en_US
dc.subjectGrammaren_US
dc.subjectStructuresen_US
dc.subjectMotivationen_US
dc.subjectAvoidanceen_US
dc.subjectCognitionen_US
dc.subjectSenior high schoolen_US
dc.subjectL2 English learners/studentsen_US
dc.titleAvoidance of complex grammar by senior high school L2 english students : motivations and cognitionen_US
dc.typeArticleen_US
dc.date.updated2024-03-12T21:08:53Z-
dc.publisher.urihttps://ijci.globets.org/index.php/IJCI/indexen_US
dcterms.dateAccepted2024-3-5-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairetypeArticle-
item.fulltextWith Fulltext-
item.grantfulltextopen-
Appears in Collections:Research Publications (Arts and Design)
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