Grammar education in Dutch An attitude study among students in their final year of secondary education

Transcription

1 Faculteit Letteren & Wijsbegeerte Lea Siebens Grammar education in Dutch An attitude study among students in their final year of secondary education Masterproef voorgedragen tot het behalen van de graad van Master in de Meertalige Communicatie 2015 Promotor Prof. Dr. Filip Devos Vakgroep Vertalen Tolken Communicatie

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3 2 Acknowledgements The realisation of my master s dissertation would not have been possible without the help of certain people. Therefore, I would like to thank all people who supported me during my studies and, more specifically, during the writing of this dissertation. Moreover, I would like to express my sincere gratitude to Prof. Dr. Filip Devos for his supervision and advice throughout the process of writing this dissertation. I am most grateful for the time and effort he invested in this work. Finally, I would like to thank all students who were willing to participate in my survey. Their contribution has been indispensable for conducting this research.

4 3 Table of contents 1 INTRODUCTION STATE OF THE ART GRAMMATICAL KNOWLEDGE STUDENTS ATTITUDE TEACHERS Attitude Teachers Secondary Education Attitude Teachers Primary Education Criticism Masquiller and Lippens (2013) Alignment between Primary and Secondary Education ATTITUDE STUDENTS RESEARCH RESEARCH QUESTIONS ASSUMPTIONS ON THE OUTCOME OF THE RESEARCH Research Question Research Question Research Question Research Question Research Question RESEARCH SETTING RESEARCH RESULTS Research Question 1: Do students in their final year of secondary education think grammar education is useful? Research Question 2: Do students in their final year of secondary education think grammar education in Dutch is useful to master other aspects of Dutch and learn foreign languages? Research Question 3: Do students in their final year of secondary education like grammar education Dutch? Why (not)? Research Question 4: Do students in their final year of secondary education think they are able to parse and determine word classes correctly? Research Question 5: Are there any differences between CONCLUSION BIBLIOGRAPHY APPENDIX... 56

5 4 List of tables and graphs Table 1: General data survey Graph 1: Do you think grammar education in Dutch is useful? Graph 2: Do you think grammar education is useful during other language courses? Graph 3: Do you think grammar education is important compared to other aspects of the Dutch learning plan? Graph 4: Do you think grammar education in Dutch is useful to master other aspects of Dutch? Graph 5: Do you think grammar education in Dutch is useful to learn foreign languages? Graph 6: Do you like Dutch grammar? Graph 7: Why do you dislike Dutch grammar? Graph 8: Why do you like Dutch grammar? Graph 9: Do you think you are able to parse sentences correctly? Graph 10: Do you think you are you able to determine word classes correctly? Graph 11: Do you think grammar education in Dutch is useful? Men vs. women Graph 12: Do you think grammar education is useful during other language courses? Men vs. women Graph 13: Do you think grammar education is important compared to other aspects of the Dutch learning plan? Men vs. women Graph 14: Do you think grammar education in Dutch is useful to master other aspects of Dutch? Men vs. women Graph 15: Do you think grammar education in Dutch is useful to learn foreign languages? Men vs. women Graph 16: Do you like Dutch grammar education? Men vs. women Graph 17: Why do you dislike Dutch grammar? Men vs. women Graph 18: Why do you like Dutch grammar? Men vs. women Graph 19: Do you think you are you able to parse sentences correctly? Men vs. women Graph 20: Do you think you are able to determine word classes correctly? Men vs. women Graph 21: Do you think grammar education in Dutch is useful? ASO vs. non-aso students Graph 22: Do you think grammar education during other language courses is useful? ASO vs. non- ASO students Graph 23: Do you think grammar education is important compared to other aspects of the Dutch learning plan? ASO vs. non-aso students Graph 24: Do you think grammar education in Dutch is useful to master other aspects of Dutch? ASO vs. non-aso students Graph 25: Do you think grammar education in Dutch is useful to learn foreign languages? ASO vs. non-aso students Graph 26: Do you like Dutch grammar? ASO vs. non-aso students Graph 27: Why do you dislike Dutch grammar? ASO vs. non-aso students Graph 28: Why do you like Dutch grammar? ASO vs. non-aso students Graph 29: Do you think you are able to parse sentences correctly? ASO vs. non-aso students Graph 30: Do you think you are able to determine word classes correctly? ASO vs. non-aso students... 39

6 Graph 31: Do you think grammar education in Dutch is useful? Latin vs. non-latin students Graph 32: Do you think grammar education during other language courses is useful? Latin vs. non- Latins students Graph 33: Do you think grammar education is important compared to other aspects of the Dutch learning plan? Latin vs. non-latin students Graph 34: Do you think grammar education in Dutch is useful to master other aspects of Dutch? Latin vs. non-latin students Graph 35: Do you think grammar education in Dutch is useful to learn foreign languages? Latin vs. non-latin students Graph 36: Do you like Dutch grammar? Latin vs. non-latin students Graph 37: Why do you dislike Dutch grammar? Latin vs. non-latin students Graph 38: Why do you like Dutch grammar? Latin vs. non-latin students Graph 39: Do you think you are able to parse sentences correctly? Latin vs. non-latin students Graph 40: Do you think you are able to determine word classes correctly? Latin vs. non-latin students Graph 41: Do you think grammar education in Dutch is useful? Future language vs. non-language students Graph 42: Do you think grammar education during other language courses is useful? Future language vs. non-language students Graph 43: Do you think grammar education is important compared to other aspects of the Dutch learning plan? Future language vs. non-language students Graph 44: Do you think grammar education in Dutch is useful to master other aspects of Dutch? Future language vs. non-language students Graph 45: Do you think grammar education in Dutch is useful to learn foreign languages? Future language vs. non-language students Graph 46: Do you like Dutch grammar? Future language vs. non-language students Graph 47: Why do you dislike Dutch grammar? Future language vs. non-language students Graph 48: why do you like Dutch grammar? Future language vs. non-language students Graph 49: Do you think you are able to parse sentences correctly? Future language vs. non-language students Graph 50: Do you think you are able to determine word classes correctly? Future language vs. nonlanguage students

7 6 1 INTRODUCTION Lately, a lot has been written and even more has been spoken about grammar education as a result of the renewal of the final attainment levels for Dutch in September Even before this renewal, Van Vooren (2008) already tested the grammatical knowledge of Dutch among students in their final year of secondary education in Flanders (ASO 1 ) and the Netherlands (VWO 2 ). In general, her research proved that, except for Latin students, the final attainment levels are not or hardly reached neither in Flanders nor in the Netherlands. However, grammar education has disappeared to the background in the current learning plan and the emphasis lays on language skills instead of language knowledge. This measure divides advocates and opponents and, therefore, several researchers carried out a study into the attitude of teachers (and students) towards grammar education in Dutch. Cappelle (2011) and Vleminckx (2012) conducted a survey among teachers of Dutch in primary and secondary education respectively concerning their attitude towards grammar education. Devos (2012) summarized Cappelle s and Vleminckx studies. Masquillier and Lippens (2013), responsible for the learning plans of the Vlaams Verbond van het Katholiek Basisonderwijs (VVKBaO 3 ) and Vlaams Verbond van het Katholiek Secundair Onderwijs (VVKSO 4 ), responded to Devos summary and criticized the way Cappelle and Vleminckx carried out their attitude studies. Taking into account Masquiller and Lippens (2013) criticism on the attitude studies of Cappelle (2011) and Vleminckx (2012), Dekeyser (2014) researched whether teachers in the sixth year of Catholic primary education and teachers of Dutch in the first year of Catholic secondary education agree with their statement that the learning plans for Dutch in primary and secondary Catholic education are aligned sufficiently. Pelgrims (2012) also carried out an inquiry among teachers in the final year of primary education and teachers of Dutch in the first degree of secondary education. In contrast to Dekeyser (2014), Pelgrims did not concentrate on Catholic education only. Furthermore, Pelgrims research was not limited to the instruction of Dutch, including Dutch grammar, but aimed to obtain a more general idea on the transition from primary to secondary education. Furthermore, Pelgrims dedicated a limited part of her research to the attitude of students in the first year of secondary education. Finally, Siebens (2014) carried out an exploratory study into the attitude of ASO students in the first 1 General Secondary Education: Students receive a profound theoretical basis, which prepares them for higher education or university 2 Pre-university Education: Similar to ASO education in Flanders 3 Flemish Union of Primary Catholic Education 4 Flemish Union of Secondary Catholic Education

8 7 year of secondary education, more specifically among Latin and mathematics-language students, towards grammar education and the transition from primary to secondary education. A rough sketch of the former researches is given in chapter 2. However, the researches that have been carried out into the attitude of students towards grammar education are, so far, rather limited and small-scaled. Furthermore, both Pelgrims (2012) and Siebens (2014) focused on students in their first year of secondary education. This study, on the contrary, tries to provide insight into the attitude of students in their final year of secondary education regarding grammar education in Dutch. We tried to provide an answer to following questions: Do students in their final year of secondary education think grammar education in Dutch and other language courses is useful?, Do they take the view Dutch grammar is useful to master other aspects of Dutch or to learn foreign languages? Do they like Dutch grammar education? Why (not)? and Do they argue to be good at parsing and determining word classes? Finally, we also researched whether there are significant differences between men and women, ASO and non-aso students, Latin and non-latin students and future language and non-language students. To formulate an answer to the above research questions, we conducted a survey among students in their final year of secondary education. The most important results of our research are discussed in section 3.4. Finally, a conclusion is drawn in chapter 4.

9 8 2 STATE OF THE ART 2.1 GRAMMATICAL KNOWLEDGE STUDENTS Van Vooren (2008) tested the grammatical knowledge of Dutch among 359 students in their final year of secondary education in Flanders (ASO) and the Netherlands (VWO). The students had to complete a Dutch grammar and spelling test containing four grammatical subdivisions: parsing, spelling of words, spelling of verbs and word classes. The test was made up of questions reflecting the final attainment levels for Dutch. Moreover, the test was composed of existing exam questions and exercises from handbooks and judged by teachers as realistic. The research variables were men versus women, Latin versus non-latin students, Flanders versus the Netherlands and college versus athenaeum. The test disclosed the following results. The final attainment levels for Dutch were only reached for the spelling of words and the spelling of verbs, both in Flanders and the Netherlands. On the whole, the spelling of words caused the least problems whereas students had difficulties with parsing and the determination of word classes. Most mistakes occurred when students had to determine verbs, conjunctions, interjections and adverbs. On average, women scored slightly higher than men, especially in the areas spelling of verbs and parsing. Regarding word classes and spelling of words, men and women scored almost identically. Overall, Latin students scored considerably higher than non- Latin students. Furthermore, Flemish students scored higher than students from the Netherlands in the areas spelling of verbs and especially parsing. Students from the Netherlands, on the contrary, had better scores regarding the spelling of words and the determination of world classes. Concerning the last variable, students in colleges and athenaeums scored similarly. In general, this research proved that, except for Latin students, the final attainment levels are not or hardly reached neither in Flanders nor in the Netherlands. (Devos, 2008) 2.2 ATTITUDE TEACHERS Attitude Teachers Secondary Education Cappelle (2011) conducted a survey of 255 Flemish secondary teachers of Dutch in order to research their attitude towards grammar education. This research tried to provide an answer to questions such as: Do Flemish teachers of Dutch feel that their pupils are underperforming in Dutch grammar and spelling? Do Flemish teachers believe there is a decline in language knowledge among their students? The results were analysed according to the following research variables: men versus women, experienced versus inexperienced teachers, ASO versus

10 9 non-aso and the different degrees of secondary education. The outcome of the research was the following. Flemish teachers of Dutch in secondary education are rather pessimistic about their students grammatical level as something over half of the teachers state that their level is bad to very bad. Regarding the students level of spelling, the teachers are slightly more positive. These results are in line with Van Vooren s research. The teachers believe that their students perform well when it comes to oral and written communication. Remarkably, more than three quarters of the questioned teachers feel that the general language level has declined during the last years. Nearly half of the respondents claim that the learning plans for Dutch does not pay enough attention to grammar education. Moreover, 3 of the teachers feel limited because of these learning plans. In contrast, slightly more than half of the teachers indicate to be satisfied with the handbooks for Dutch. Compared to men, women have a slightly more negative attitude towards their students spelling. Men, however, declare to be in favour of more grammar lessons. In general, experienced teachers are more negative concerning their students grammar knowledge than inexperienced teachers. Moreover, ASO teachers seem to find grammar more important than their non-aso colleagues and ASO students are said to perform better than non- ASO students. Nevertheless, the decline in language knowledge is thought to be worse among ASO-students. The questioned teachers also argue that the decline in language knowledge is worse among students in first degree, which makes the question arise whether primary and secondary education are aligned correctly. (Devos, 2012) Attitude Teachers Primary Education Vleminckx (2012) carried out a survey of 318 Flemish teachers in primary education examining their attitude towards grammar education. This research mainly focused on learning plans and methods and the variables were men versus women, experienced versus inexperienced teachers and the three final school years of primary education. The research revealed the following results. No less than three quarters of the questioned teachers believe that their students general level of language knowledge has declined during the last years, which is in line with Cappelle s research (2011). The research also shows that teachers want more grammar lessons than the learning plan for Dutch prescribes. Moreover, almost three quarters of the respondents are not in favour of the decreasing attention regarding grammar in the current learning plan. Remarkably, the measure is mainly disapproved of by teachers with more than 5-10 years of

11 10 experience. In contrast, teachers with more than 30 years of experience are slightly more positive. No less than 80 % of the teachers claim that the learning plans for Dutch grammar in primary and secondary education are not aligned sufficiently. Finally, the overwhelming majority of the respondents state that Dutch grammar is insufficiently connected with the learning plan for French and that students do not get the basics to learn foreign languages. (Devos, 2012) Criticism Masquiller and Lippens (2013) Devos (2012) summarized the results from cappelle s (2011) and Vleminckx (2012) research. Masquillier and Lippens (2013), responsible for the learning plans of the VVKBaO and VVKSO, responded to this article and criticized the way Cappelle and Vleminckx carried out their attitude studies. First of all, there are several educational networks in Flanders. It is not clear to which educational network the respondents belong, therefore, it is difficult to draw conclusions for the learning plans of all educational networks. Vleminckx addressed 2141 schools but only 318 teachers participated in the research, which is less than 1%. Moreover, some of Vleminckx survey questions have a suggestive tone, such as Do you agree that the current learning plan spends less attention to grammar? Another point of criticism is that the researches do not take into account whether the teachers have actually read the learning plans they are expressing their opinion about. Furthermore, the respondents do not have the possibility to give an example or to motivate their answers. In short, Masquillier and Lippens claim that the studies only reveal the teachers opinions and not the facts. They are convinced that the learning plans of primary and secondary Catholic education are aligned correctly Alignment between Primary and Secondary Education Taking into account Masquiller and Lippens (2013) criticism on the attitude studies of Cappelle (2011) and Vleminckx (2012), Dekeyser (2014) researched whether teachers in the sixth year of Catholic primary education and teachers of Dutch in the first year of Catholic secondary education agree with their statement that the learning plans for Dutch in primary and secondary Catholic education are aligned sufficiently. Dekeyser (2014) conducted two surveys, one among teachers in the sixth year of Catholic primary education and one among teachers of Dutch in the first year of Catholic secondary education, in order to be able to confirm or disprove Masquiller and Lippens statement. The study revealed the following results.

12 11 The majority of the questioned teachers, both in primary and secondary education, state to be familiar with their own learning plan for Dutch. However, 8 of the teachers in primary education admit to be unfamiliar with the Dutch learning plan of secondary education. On the contrary, 62% of the teachers in secondary education claim to be familiar to very familiar with the Dutch learning plan of primary education. In terms of the new learning plan, most teachers share the opinion that the current learning plan is feasible to very feasible. Nonetheless, more than half of the teachers believe that the Dutch learning aims for grammar do not prepare their students sufficiently to learn foreign languages. Furthermore, almost half of the teachers in primary education and more than half of the teachers in secondary education are not satisfied with the balance between language skills and language knowledge and, therefore, want to spend more lessons on grammar. Remarkably, there is little to no interaction between teachers in primary and secondary schools. Moreover, the majority of teachers in primary education do not know what teachers in secondary education expect from their students. Finally, 47% of the teachers in primary education and 53% of the teachers in secondary education claim there is no alignment between the Dutch learning plans for grammar in primary and secondary education. Consequently, Masquiller and Lippens (2013) statement can be disproved. Pelgrims (2012, p.78-82) also carried out a survey among 107 teachers in the sixth year of primary education and 58 teachers in the first degree of secondary education. In contrast to Dekeyser (2014), Pelgrims did not concentrate on Catholic education only. Furthermore, Pelgrims research was not limited to the instruction of Dutch, including Dutch grammar, but aimed to obtain a more general idea on the transition from primary to secondary education. The study disclosed the following relevant results: No less than 67% of the teachers in primary education indicated they expected difficulties regarding the transition to secondary education, especially for the subjects Dutch and French. Only 59% of these teachers argued that the learning plans for Dutch in primary and secondary education are attuned sufficiently. Moreover, more than half of the teachers, both in primary and secondary education, claimed there is a gap between primary and secondary education concerning the subject Dutch. Even more teachers felt there is a general gap between both levels of education.

13 ATTITUDE STUDENTS Pelgrims (2012, p.82-84) dedicated a limited part of her research to the attitude of students in the first year of secondary education and came to the conclusion that almost 8 of the respondents do not struggle with the transition from primary to secondary education concerning the subject Dutch. This is in not in line with Pelgrims findings that almost 7 of the teachers in primary education expect difficulties. Although large part of the students do not seem to have difficulties with the transition to secondary education, 43% of the students do experience a gap between primary and secondary education. Siebens (2014) carried out an exploratory study into the attitude of ASO students in their first year of secondary education, more specifically among 73 Latin and mathematics-language students, towards grammar education and the transition from primary to secondary education. The research revealed the following results. Most students think it is useful (48%) to very useful () to pay attention to grammar during the subject Dutch and even more students argue it is important during other language subjects such as English, French, German and Latin. Moreover, the majority of the respondents indicate that their grammar knowledge of Dutch is useful to very useful for other language subjects. More than half of the questioned students state that the subject matter of primary education is revised in secondary education and that the learning plans are attuned. In contrast to Pelgrims research, only 26% of the respondents indicate they do not experience difficulties concerning the subject Dutch. Moreover, almost half of the students say that, from time to time, they have had difficulties with the transition from primary to secondary education.

14 13 3 RESEARCH 3.1 RESEARCH QUESTIONS The researches that have been carried out into the attitude of students towards grammar education are, so far, rather limited and small-scaled. Moreover, both Pelgrims (2012) and Siebens (2014) focused on students in the first year of secondary education. Our study tries to provide insight into the attitude of the students in their final year of secondary education regarding grammar education and tries to provide an answer to the following research questions: 1) Do students in their final year of secondary education think grammar education (i.e. parsing and the determination of word classes) a. Dutch is useful? b. French, German, Latin or English is useful? c. Dutch is more, less or equally important compared to other aspects of the Dutch learning plan such as oral communication, written communication, literature and spelling? 2) Do students in their final year of secondary education take the view that grammar education Dutch is useful a. to master other aspects of Dutch such as spelling, literature, oral communication or written communication? b. to learn foreign languages? 3) Do students in their final year of secondary education like grammar education Dutch? Why (not)? 4) Do students in their final year of secondary education think they are able to parse and determine word classes correctly? 5) Are there any significant differences in opinion between: a. Men and women b. ASO and non-aso students c. Latin and non-latin students d. Students who are thinking of taking language studies in tertiary education and students who are not

15 ASSUMPTIONS ON THE OUTCOME OF THE RESEARCH Based on the available literature, some assumptions can be made on the outcome of the research Research Question 1 a. Taalpeil (2007, p. 55) carried out an investigation into the attitude of teachers, adults and students towards the education of the subject Dutch in Flanders, the Netherlands and Surinam. An inquiry was conducted of 275 Flemish students in their penultimate year of secondary education. The students indicated grammar as the third most useful aspect of Dutch, after spelling and debating. Moreover, the research results of Siebens (2014) showed that students in their first year of secondary education think grammar education is useful. Most students believe it is useful (48%) or very useful () to pay attention to grammar education during the subject Dutch. 23% of the respondents have a neutral attitude and only a few students take the view that it is a little bit useful () or not useful at all (1%). Although these researches are carried out among students in their first and penultimate year of secondary education and Siebens research is rather small-scaled, it can be assumed that students in their final year of secondary education share the same view. b. According to Siebens (2014) students are even more positive about grammar education regarding language subjects such as French, German, English or Latin. Almost three quarters think it is useful to very useful, 21% of the students do not express an opinion on this matter, only a small part () argues it is a little useful and no one indicates it is not useful at all. Although this research focuses on students in their first year of secondary education and is rather small-scaled, it can be assumed that students in their final year of secondary education share the same view.

16 15 c. The research results of Taalpeil (2007, p. 55) showed that Flemish students in their penultimate year of secondary education indicate grammar as the third most useful aspect of Dutch, after spelling and debating. Although the inquiry has been conducted of students in their penultimate year of secondary education, it can be assumed that students in their final year of secondary education have the same opinion and, thus, think that grammar is, in general, equally important to or more important than other aspects of Dutch Research Question 2 a. There is no literature that can predict whether students in their final year of secondary education take the view that grammar education is useful to master other aspects of Dutch. b. The research conducted by Siebens (2014) showed that the majority of the respondents argue that their grammar knowledge of Dutch is useful (36%) to very useful (19%) for other language subjects. Although this research focuses on students in their first year of secondary education and is rather small-scaled, it can be assumed that students in their final year of secondary education share the same view Research Question 3 According to Van Vooren s research (2008), Flemish students in their final year of secondary education are underperforming in the grammatical part of Dutch language, both in parsing and the determination of word classes. Based on the idea that people do not like to do something they are not good at, it could be assumed that the students will indicate that they do not like grammar education Research Question 4 Devos and Van Vooren (2015) carried out a correlative study on language and non-language students metacognitive aspects of spelling. The informants were asked to complete two spelling test, a dictation exercise and a correction text. Afterwards, they were asked to fill in an attitude questionnaire. The research results revealed that the students metacognitive knowledge

17 16 corresponds with their spelling performance. In conclusion, students seem to be able to judge their strengths and weaknesses. According to Van Vooren s research (2008), Flemish students in their final year of secondary education are underperforming in the grammatical part of Dutch language, both in parsing and the determination of word classes. Based on the assumption that students are able to judge their strengths and weaknesses, it can be assumed that the respondents will indicate that they are not performing well concerning parsing and the determination of word classes Research Question 5 a. Van Vooren s research (2008) showed that, on average, women scored slightly higher than men on the grammar test. Therefore, it can be assumed that women will have a more positive attitude concerning research question 3 and 4. There is no literature that can predict whether there is a difference in opinion between men and women concerning research question 1 and 2. b. There is no literature that can predict whether there is a difference in opinion between ASO and non-aso students. However, the learning plans for ASO education prescribes higher expectations than the learning plans for non-aso education. Therefore, it can be assumed that ASO students will have a more positive judgement regarding research question 4. c. The research conducted by Van Vooren (2008) showed that Latin students scored remarkably higher than non-latin students on the grammar test. Moreover, Latin students need their grammar knowledge of Dutch during Latin lessons. Therefore, it can be assumed that they will express a more positive attitude regarding research questions 1a, 2b, 3 and 4. There is no literature that can predict whether there is a difference in opinion between Latin and non-latin students concerning research questions 1b, 1c and 2a. d. There is no literature that can predict whether there is a difference in opinion between students who are thinking of taking language studies in tertiary education and students

18 17 who are not. Nevertheless, most students who want to take language studies are talented in languages and, therefore, probably grammar. Devos and Van Vooren s correlative study (2015) on language and non-language students metacognitive aspects of spelling, for example, revealed that language students score better than non-language students. For that reason, it can be assumed that future language students will express a more positive judgment regarding research question 4. Based on the idea that people like to do something they are good at, it could be assumed that students who are thinking of taking language studies in tertiary education will be more positive regarding research question RESEARCH SETTING In order to obtain a general opinion of Flemish students in their final year of secondary education and to be able to formulate an answer to the above research questions (see 3.1), we composed a survey 5 focusing on the students attitude towards Dutch grammar education. As many students write their thesis on subjects related to secondary education and need the help of schools, it was hard to find schools that were prepared to participate in our study. Therefore, we decided to address personal contacts: family members who are employed in the educational sector, family and acquaintances (of friends), secondary schools I went to myself, etc. The survey was distributed electronically using Qualtrics as to be able to process the results easily, for which we used Excel. The deadline for this survey was set on the 13 th of May to gather as much answers as possible. In total, 186 students answered our survey. The table below shows the general composition of the respondents. 5 See appendix

19 18 General data survey Gender Male Female Educational Network Government-provided Catholic education education Type of Education ASO Non-ASO ASO Latin Non-Latin Studies in Tertiary Education Language studies Non-language studies Table 1: General data survey 3.4 RESEARCH RESULTS Based on the research described in 3.3, an answer is given to each of the five research questions mentioned in 3.1. In order to maintain a clear overview each question is answered separately. Moreover, the results are given in percentages as to be easily interpretable. A short conclusion is given for each research question Research Question 1: Do students in their final year of secondary education think grammar education is useful? In order to be able to answer this research question, the students were asked the following questions: 1a. On a scale from 0-10, to what extent do you think it is useful to pay attention to grammar education (i.e. parsing and the determination of word classes) in Dutch? 1b. On a scale from 0-10, to what extent do you think it is useful to pay attention to grammar education during other language courses such as French, English, Latin or German?

20 19 1c. Do you think grammar education in Dutch is more, less or equally important compared to other aspects of the Dutch learning plan such as oral communication, written communication, literature or spelling? For the first two questions, the students could indicate a score from 0 to 10, 0 meaning not useful at all and 10 meaning very useful. For the third question we provided three possible answers: more important, less important or equally important. The different questions are discussed separately in order to maintain a clear overview On a scale from 0-10, to what extent do you think it is useful to pay attention to grammar education (i.e. parsing and the determination of word classes) in Dutch? 2 24% 16% 12% 11% 11% 4% 1% 3% 3% Graph 1: Do you think grammar education in Dutch is useful? Graph 1 indicates that almost three quarters of the students (72%) give a score from 6 to 10, meaning that they think grammar education in Dutch is useful. 12% of the students express a neutral opinion and only 16% give a score between 0 and 4, meaning that they argue grammar education in Dutch is not useful.

21 On a scale from 0-10, to what extent do you think it is useful to pay attention to grammar education during other language courses such as French, English, Latin or German? % 9% 9% 2% 1% 3% 3% Graph 2: Do you think grammar education is useful during other language courses? Graph 2 shows that no less than 82% of the students indicate a score from 6 to 10, which means that they find grammar education in language courses such as German, Latin, French and English is useful. More than half of the students (52%) even argue grammar education in language courses is very useful and give a score from 8 to 10. Only 9% of the students indicate it is not useful and another 9% express a neutral opinion Do you think grammar education in Dutch is more, less or equally important compared to other aspects of the Dutch learning plan such as oral communication, written communication, literature or spelling? 26% 9% 6 More important Equally important Less important Graph 3: Do you think grammar education is important compared to other aspects of the Dutch learning plan? According the graph 3, 6 of the students take the view that grammar education in Dutch is equally important as other aspects of the Dutch learning plan such as oral communication,

22 21 written communication, literature or spelling. Only 9% argue that it is more important and slightly more than a quarter of the students (26%) think it is less important Conclusion Research Question 1 The majority of the students indicate that grammar education is useful both in Dutch and other language courses. When comparing graph 2 to graph 1, it can be said that students think grammar education is even very useful during language courses. Moreover, most students take the view that grammar education is equally important as other aspects of the Dutch learning plan. Based on graph 1, 2 and 3, it can be concluded that students in their final year of secondary education believe grammar education is useful. These results are in line with the assumptions made in Concerning question 1c, however, more students were expected to answer more important Research Question 2: Do students in their final year of secondary education think grammar education in Dutch is useful to master other aspects of Dutch and learn foreign languages? As to be able to give an answer to this research question, the respondents were asked the following questions: 2a. On a scale from 0-10, to what extent do you think grammar education in Dutch is useful to master other aspects of Dutch such as literature, spelling, oral communication or written communication? 2b. On a scale from 0-10, to what extent do you think grammar education in Dutch is useful to learn foreign languages? The students could indicate a score from 0 to 10, 0 meaning not useful at all and 10 meaning very useful. The different questions are discussed separately so as to maintain a clear overview.

23 On a scale from 0-10, to what extent do you think grammar education in Dutch is useful to master other aspects of Dutch such as literature, spelling, oral communication and written communication? % 7% 4% 2% 3% 3% 1% Graph 4: Do you think grammar education in Dutch is useful to master other aspects of Dutch? As can be seen in graph 4, almost three quarters of the questioned students (73%) give a score between 6 and 10, which means that they state grammar education in Dutch is useful to master other aspects of Dutch. Moreover, 33% claim it is very useful and indicate a score from 8 to 10. Only 16% of the students indicate a score between 0 and 4, meaning that they think grammar education is not useful to master other aspects of Dutch. Moreover, only 7% claim it is not useful at all and give a score between 0 and 2. have a neutral opinion regarding this question On a scale from 0-10, to what extent do you think grammar education in Dutch is useful to learn foreign languages? 2 22% 13% 6% 6% 6% 3% 3% 1% Graph 5: Do you think grammar education in Dutch is useful to learn foreign languages? Looking at graph 5, we can see that slightly more than half of the students (57%) indicate a score between 6 and 10, which means that they take the view grammar education is useful to learn foreign languages. Furthermore, almost a quarter of the respondents (24%) find it very

24 23 useful and give a score from 8 to % declare grammar education is not useful to learn foreign languages and another 22% give a neutral score. One out of ten students argue it is not useful at all Conclusion Research Question 2 The results of question 2b are in line with the assumptions made in The majority of the respondents indeed argue that their grammar knowledge of Dutch is useful to very useful to learn foreign languages. Concerning question 2a, even more students seem to find that their grammar knowledge of Dutch is useful to very useful to master other aspects of Dutch such as oral communication, written communication, spelling and literature. In conclusion, it can be said that students in their final year of secondary education take the view grammar education in Dutch is useful to master other aspects of Dutch and learn foreign languages Research Question 3: Do students in their final year of secondary education like grammar education Dutch? Why (not)? To be able to answer this research question, the students were asked the following questions: 3a. On a scale from 0-10, to what extent do you like Dutch grammar? 3b. If you indicated a score from 0 to 4, why do you not like Dutch grammar? 3c. If you indicated a score from 6 to 10, why do you like Dutch grammar? For the first question, the students could indicate a score from 0 to 10, 0 meaning I dislike it and 10 meaning I like it very much. For the second question we provided eight possible answers: the teacher does not explain it very well, the teacher explains it in a boring way, the terminology is ambiguous, the subject material is too detailed, it is not useful, the textbook is unclear, we do not have a textbook or I am not good at grammar. For the third question we provided five possible answers: the teacher explains it well, the teacher explains it in a fun way, it is useful, we have a clear textbook, or I am good at grammar. Concerning the second and third questions, the students were able to choose multiple answers or add an answer of their own. The different questions are discussed separately in order to maintain a clear overview.

25 On a scale from 0-10, to what extent do you like Dutch grammar? 18% 16% 14% 12% 8% 6% 4% 2% 16% 16% 13% 13% 11% 8% 6% 8% 3% 2% Graph 6: Do you like Dutch grammar? Graph 6 clearly shows that the opinions on this question are divided. On the one hand 41% of the students give a score from 0 to 4, which means that they like Dutch grammar. On the other hand 46% indicate a score from 6 to 10, meaning that they dislike Dutch grammar. The other students (13%) express a neutral opinion If you indicated a score from 0-4, why do you not like Dutch grammar? % 6% 8% 12% 18% 6% 1% 14% 9% Graph 7: Why do you dislike Dutch grammar? Looking at graph 7, we can see that the main reason (27%) why students dislike Dutch grammar is the fact that the teacher explains it in a boring way. The second main reason (18%) is that it

26 25 is not useful and the third main reason (12%) is that the subject matter is too detailed. Moreover, 9% indicate other reasons for disliking Dutch grammar such as: In my opinion, grammar is definitely not the most fun part of a language. It does not matter if it concerns Dutch, French, English, Latin or Greek grammar. Everyone prefers literature or culture to parsing a sentence. However, that does not mean that grammar is less necessary. I do not like cleaning my room either, but the effort is necessary to have a clean room. It is the same for languages. Before you are able to interpret literature or write fluent texts you need to control the grammar of a language, I think it is more useful to lay the emphasis on language skills instead of language knowledge or It is not the teacher s fault grammar is just boring If you indicated a score from 6-10, why do you like Dutch grammar? % % 11% 6% 4% 3% The teacher explains it well The teacher explains it in a fun way It is useful We have a clear textbook I am good at grammar Other reason? Graph 8: Why do you like Dutch grammar? The results from graph 8 are clear: almost half of the students (48%) declare they like Dutch grammar because it is useful. Slightly more than a quarter of the students (29%) indicate they like Dutch grammar because they are good at it and the third main reason (11%) is that the teacher explains it well Conclusion Research Question 3 The results of question 3a are not completely in line with the assumptions made in Based on Van Vooren s research (2008) we assumed that the majority of the students would indicate they do not like Dutch grammar. However, the opinions are divided. Only 46% state they dislike Dutch grammar whereas 41% indicate they do like grammar education. The main reasons for disliking Dutch grammar are that the teacher explains it in a boring way and the fact that they

27 26 think it is not useful. The main reasons for liking Dutch grammar are the fact that the students believe it is useful and that they are good at it Research Question 4: Do students in their final year of secondary education think they are able to parse and determine word classes correctly? As to be able to give an answer to this research question, the respondents were asked the following questions: 4a. On a scale from 0-10, to what extent do you think you are able to parse (subject, direct object, indirect object) sentences correctly? 4b. On a scale from 0-10, to what extent do you think you are able to determine word classes (noun, adverb, pronoun) correctly? The students could indicate a score from 0 to 10, 0 meaning not good at it at all and 10 meaning very good at it. The different questions are discussed separately to maintain a clear overview On a scale from 0-10, to what extent do you think you are able to parse sentences correctly? 2 24% 22% 19% 13% 7% 8% 4% 1% 2% 2% Graph 9: Do you think you are able to parse sentences correctly? The results from graph 9 are clear: No less than 8 of the students indicate a score between 6 and 10, meaning that they take the view they are able to parse sentences correctly. Moreover, almost 6 even give a score between 8 and 10, which means they declare to be very good at parsing sentences. Only 8% of the questioned students seem to find they are not able to parse sentences correctly and 7% take a neutral position.

28 On a scale from 0-10, to what extent do you think you are able to determine word classes correctly? 2 24% 21% 13% 11% 7% 3% 3% 3% 1% Graph 10: Do you think you are you able to determine word classes correctly? Graph 10 proves that the vast majority of the students (83%) give themselves a score between 6 and 10, which indicates that the students believe to be able to determine word classes correctly. Furthermore, almost half of the students (49%) give a score from 8 to 10, meaning they think to be very good at determining word classes. Only of the respondents take the view they are not able to determine word classes correctly and 7% express a neutral opinion Conclusion Research Question 4 The results of questions 4a and 4b are in contrast with the assumptions made in Based on Devos and Van Vooren (2015) and Van Vooren (2008) we assumed that the students would indicate that they are not performing well concerning parsing and the determination of word classes. However, the vast majority of the questioned students feel they are able to determine word classes correctly. The results concerning the parsing of sentences are even higher. In conclusion, it can be stated that students in their final year of secondary education seem to think they are able to parse and determine word classes correctly Research Question 5: Are there any differences between 5a. Men and women 5b. ASO and non-aso students 5c. Latin and non-latin students 5d. Future language and non-language students For each of these four fields, a similar outline is used. All research questions are discussed again, focusing on the difference between the two mentioned groups. The graphs where we

29 28 noticed little or no differences are added but not discussed elaborately. Finally, a short conclusion is given Men versus women Do students in their final year of secondary education think grammar education is useful? 3 2 Male Female Graph 11: Do you think grammar education in Dutch is useful? Men vs. women Graph 11 indicates that male students are clearly more pessimistic about the usefulness of grammar education Dutch than female students. We can see that 31% of the male students indicate a score between 0 and 4, meaning they state grammar education Dutch is not useful. 14% of the men even give a score between 0 and 2, which means they believe grammar education Dutch is not useful at all. We can see that only 7% of the female students share the opinion that grammar education is not useful and 3% believe it is not useful at all. A vast majority of the women (79%) indicate a score from 6 to 10, taking the view that grammar education Dutch is useful and 41% of the women even give a score from 8 to 10, meaning they feel grammar education is very useful. The graph shows that the results for male students are lower: 6 feel it is useful and 29% think it is very useful Male Female Graph 12: Do you think grammar education is useful during other language courses? Men vs. women

30 29 As can be seen in graph 12, male students are also more negative about the usefulness of grammar education in language courses such as German, French, Latin and English than female students. of the male students indicate a score between 0 and 4, meaning that they state grammar education in language courses is not useful and 6% of the men give a score from 0 to 2, which means they think it is not useful at all. Concerning the female students, argue it is not useful and only 1% believe it is not useful at all. However, almost three quarters (72%) of the men indicate a score between 6 and 10, taking the view that grammar education in language courses is useful. Almost half of the male students (4) indicate a score from 8 to 10, stating that grammar education in language courses is very useful. We can see that a vast majority of the female students (88%) share the opinion that grammar education in language courses is useful and more than the half (56%) believe it is even very useful Male Female More important Equally important Less important Graph 13: Do you think grammar education is important compared to other aspects of the Dutch learning plan? Men vs. women Looking at graph 13, we can see that the results for this question are similar for male and female students. The majority of the students find grammar is equally important as other aspects of Dutch such as oral communication, written communication, literature and spelling. About a quarter of the students believe it is less important and around a tenth think it is more important.