Teacher perceptions of grammar development on a higher education L2 Swedish course in Finland

Authors

• Marianne Inkinen-Järvi Language Centre, University of Helsinki
• Kaisa Hahl Faculty of Educational Science, University of Helsinki
• Raili Hilden Faculty of Educational Science, University of Helsinki

DOI:

https://doi.org/10.23997/pk.179577

Keywords:

CEFR, L2-ruotsi, prosessointiteoria

Abstract

This questionnaire study examines university teachers’ and university of applied sciences teachers’
perceptions of development of learner grammar in a Swedish course included in a higher education
degree in Finland. The students’ starting level is assumed to be B1 (Common European Framework of
Reference for Languages, CEFR) and oral and written skills are assessed separately as satisfactory (B1)
or good (B2). Because CEFR does not specify grammar structures at different proficiency levels, this
study investigates teachers’ perceptions of grammar structures in teaching and assessment at B1 and B2
levels. Perceptions are examined from the perspective of Processability Theory (PT), which describes the
universal development of morphosyntax across five PT stages. The multiple-choice questions about the
teaching revealed that university teachers were better than university of applied sciences teachers at
identifying complex structures that, according to PT, require a high cognitive ability from the learner. At
the B1 level, the assessment focus was on species, noun phrases, tenses (PT levels 2–3), and main clauses
(PT level 4). At the B2 level, deeper mastery of these structures, passive constructions with vara and bli
(PT level 4) and subordinate clauses (PT level 5) were expected. The study fills a gap in the literature
by linking teachers’ perceptions to Processability Theory (PT) and highlights the need to consider the
PT-described learning hierarchy in CEFR-based L2 Swedish language education.