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Description
This thesis examines Dr. Zev bar-Lev's unconventional sequence of grammar rules based on Sheltered Initiation Language Learning (SILL) in comparison to other common sequences of grammar rules found in basic ESL textbooks. Rationale for the various sequences based on previous research in second language acquisition (SLA) is discussed for each sequence. Previous research in SLA reveals contradictory theories of sequencing, e.g. Pienemann's processability theory and Krashen's theory of comprehensible input. While processability theory suggests that the sequence of grammar instruction should be based on the level of L2 learners' readiness, Krashen discourages explicit instruction altogether, stating that L2 learners will learn the language merely with input that is just above their proficiency level (i+1). Other theories are discussed in order to pinpoint the motivation behind selecting a particular sequence of grammar instruction over another. The analysis suggests that the mainstream sequences seem to be based on first language natural order of English morphemes as well as in order easy to difficult. Ultimately, we can conclude that sequencing of grammar, while not the only factor of successful teaching or even successful presentation, is a factor worth paying more attention to than the field currently does. The investigation reveals that incrementation presenting— fewer rather than more steps at one time or in a single lesson — is a crucial strategy to prevent fossilization and information overload among language learners. Moreover, this analysis calls attention to the new and unique SILL sequence of teaching grammar. Finally, this study demonstrates the significance of teaching grammar rules in the order from easy to difficult. While other textbooks use a milder form of this principle, SILL takes in to an extreme.
