Japanese EFL learners' acquisition of grammatical competence and effects of second language instruction on the development of L2 grammar

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In this project we examined Japanese EFL learners' development in interlanguage grammar by conducting three separate experiments. The first study investigated the difficulty order of 36 grammatical items with oral and written discourse completion tests. Results showed that grammatical items requiring complex sentence processing were difficult for Japanese EFL learners. In the second study, effects of three different pedagogical interventions were compared using a pretest-post-test design. It turned out that explicit form-focused instruction was relatively effective for the acquisition of complex grammatical items. In the third study, the processes of grammatical development of Japanese junior high school students were extensively examined.