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Cuirfear sios ag tus an ailt, ar anailis earraidi a rinneadh ar earraidi coitianta sa Ghaeilge scriofa a bhi ag grupa bunmhuinteoiri faoi oiliuint (n=80). Ag eascairt on anailis ar earraidi, roghnaiodh ceithre spriocstruchtur: na huimhreacha, an aidiacht shealbhach, na reamhfhocail shimpli is cuis le seimhiu ar chonsan agus an t-ainm briathartha d’idirghabhail foirm-dhirithe. Cuireadh cur chuige deaduchtach i bhfeidhm le dha ghrupa, agus cuireadh cur chuige ionduchtach-follasach i bhfeidhm le dha ghrupa (n=60), ar feadh caoga noimead sa tseachtain, thar threimhse d’ocht seachtaine. Rinneadh iniuchadh sa staidear seo, ar eifeachtacht an teagaisc fhollasaigh ar ghnothachtail na muinteoiri faoi oiliuint (n=60) ar na ceithre spriocstruchtur. Fiosraiodh ach go hairithe, ce acu cur chuige follasach ab eifeachtai, cur chuige deaduchtach no cur chuige ionduchtach-follasach, le forbairt a dheanamh ar leireolas na mac leinn ar na struchtuir.   Cuireadh triail ghramadai ar na mic leinn ag Ceim a hAon (roimh an idirghabhail); ag Ceim a Do (direach i ndiaidh na hidirghabhala); agus ag Ceim a Tri (seacht seachtaine i ndiaidh na hidirghabhala). Leiriodh difriocht shuntasach le tomhas mor eifeachta i ngnothachtail na mac leinn ar na ceithre struchtur, o Ceim a hAon go Ceim a Do, gan ach titim bheag sna torthai ag Ceim a Tri, leis an da chur chuige follasacha. Thainig se chun solais sa taighde gur thainig feabhas ni ba mho ar struchtuir airithe i ndiaidh an teagaisc fhollasaigh, agus gurbh e struchtur an ainm bhriathartha an struchtur ba dhushlanai as na ceithre struchtur do na mic leinn. Tugadh le fios gur chothaigh giniuint an eolais fhograigh dushlan ar leith do na muinteoiri faoi oiliuint. Tugann torthai na hanailise earraidi leargas suimiuil ar na hearraidi ba choitianta sa Ghaeilge scriofa a bhi ag grupa amhain bunmhuinteoiri faoi oiliuint. Ta se mar aidhm ag an bpaipear tusphle a spreagadh ar eolas gramaduil bunmhuinteoiri faoi oiliuint agus ar theagasc na gramadai sna hinstitiuidi oideachais.   Results from an error analysis of common errors in written Irish from a sample of student primary school teachers (n=80) are presented at the beginning of the paper. Arising from the analysis four target structures: numbers, the possessive adjective, simple prepositions which lenite consonants and the verbal noun clause, were selected for a form-focused intervention. A deductive approach was implemented with two groups, and an explicit-inductive approach was implemented with two groups (n=60), for fifty minutes per week, over an eight week period. This study examined the effectiveness of explicit grammar teaching on the student primary teachers’ achievement on the four target structures. The study investigated in particular, which explicit approach, a deductive or an explicit-inductive approach, would be most effective in developing the students’ explicit knowledge of target forms.   An Irish grammar test was administered to students at Time One (before the intervention); at Time Two (immediately following the intervention); and at Time Three (seven weeks after the intervention). Results revealed a significant difference, with a large effect size, in student achievement on the four target structures from Time One to Time Two, with a slight decrease in scores at Time Three, for both explicit approaches. The study showed that student achievement increased more on particular structures, as a result of the explicit teaching, and that the verbal noun clause was the most challenging of the four structures for the students. Results also indicated that the production of declarative knowledge posed a significant challenge for the student teachers. Results from the error analysis provide an interesting insight into the common grammatical errors in written Irish, of one sample of student primary teachers. It is intended that this paper will initiate dialogue about the grammatical knowledge of student primary teachers and the teaching of grammar in Institutes of Education.

Tionchar an Teagaisc Fhollasaigh ar Ghnóthachtáil Mac Léinn ar Struchtúir Éagsúla sa Ghaeilge