Abstract:
Second language learning involves the development of a mental system of grammar, which enables
the learner to communicate. In formal teaching, grammar rules are presented to the learner to
facilitate the formation of this mental system. The general assumption is that these rules will be
readily available for automatic language production in communication.
A preliminary study was designed to assess the relationship between these rules presented in
instructional settings and the development of grammatical competence. Thirty learners studying
English as a second language in BAMS course of Gampaha Wickramarachchi Ayurveda Institute
were randomly divided into two groups: experimental and control. Each group received three
learning sessions: in the experimental group, the learners received formal instruction on the rules
of reporting sentences, while the control group was only exposed to reading materials and activities
where these grammar forms had been used. A pre-test, a post-test and a delayed post-test were
conducted for each group.
According to the comparison of pre and post test scores, a significant improvement (p<0.05) could
be found only in the experimental group. However, the delayed post-test did not show significant
improvement in any group.
The results suggest that formal grammar instruction will have only an immediate effect on
development of grammatical competence. This is possibly because the grammar rules presented
in formal instruction have not been successfully incorporated into the long term memory of the
learner.
However, the study sample included only thirty students and therefore, we are not able to draw
firm generalizations purely on the basis of these findings. Further studies can be designed to test
the hypothesis that formal grammar instruction can have only an immediate effect.
