The individual grammar approach, or the possibility of an idiolect-driven syllabus in language learning

Abstract

This paper addresses the concept of facilitating spoken word production by using the most recurrent lexical phrases from the learners’ idiolect. A quasi-experimental design was used in the application of this method over a 24-week period comparing the effects on a group of independent language learners (N = 10) in terms of lexical syntactic recall in semi-directed conversations and interlinear translations. The mixed approach analysis of the results reveals that the method has had until now a marked positive effect on the oral and written production of languages due to the explicit exposure to learners’ own idiolect in the foreign language, together with cognitive learning strategies. Guidelines for the application of an individual grammar approach are outlined, given the factors that influence stand-alone learning.