A study of communicative grammar instruction for Korean second language learners' writing skills in English

The academic skill of writing is a major concern area of English educators in South Korea. This study, conducted over a 7-month period in an intensive English language program of one major university located in the Southeastern part of the United States of America, investigated the nature of six Korean students' writing development in relation to their English language learning experiences both in and outside the intensive language program.;Communicative grammar instruction provided in the intensive English language program was described in detail as these Korean students' major English language learning in the intensive language program. This description was done through the analyses of the grammar class textbooks, the researcher's field notes taken during the grammar classroom observations, the audio-taped transcripts of real classroom lessons, and the three grammar teachers' interviews. Seven Korean students' perspectives on their English language learning experiences both in and outside the intensive language program were described through two in-depth interviews with them. Writing samples over a 7-month period in which these Korean students attended the program were collected under their reading/writing teachers' permissions and their permissions.;Results indicate that an inductive approach to grammar presentation where cases are presented first and then rules are presented, diverse authentic educational materials, and communicative grammar practice activities either in spoken or in written form were used in the grammar classes of the intensive English language program. The six Korean students showed development over time in their writing skills in terms of grammar, vocabulary, organization, content, and length. Significant factors that may have influenced these students' writing skills' development over time were found to be the Korean students' positive reactions to the communicative grammar instructional process and its teachers, the amount of reading done outside the program, and the amount of spoken interactions done both in and outside the program. The communicative grammar instruction and the integrated skills instruction could have implications for educational programs in South Korea.