Pedagogical grammar:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam [u.a.]
Benjamins
2014
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | VII, 245 S. Ill., graph. Darst. |
| ISBN: | 9789027212177 9789027212184 9789027269317 |
Internformat
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| 300 | |a VII, 245 S. |b Ill., graph. Darst. | ||
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| 650 | 4 | |a Sprache | |
| 650 | 4 | |a Language and languages |x Study and teaching | |
| 650 | 4 | |a Grammar, Comparative and general |x Study and teaching | |
| 650 | 4 | |a Cognitive grammar | |
| 650 | 4 | |a Applied linguistics | |
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Datensatz im Suchindex
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|---|---|
| adam_text | Table of
contents
Acknowledgements
їх
CHAPTER
1
Pedagogical grammar: A framework for language teachers
ι
CHAPTER
2
Pedagogical grammar in applied linguistics: A historical overview
7
Grammar teaching s first major challenge: The
Audiolingual
Method
8
New theories of language competence: The Chomskyan revolution
10
Language competence: More than just grammar?
12
Communicative language teaching
14
Reconsidering the role of grammar in the L2 classroom
18
Making input comprehensible: The role of interaction
21
Researching the effectiveness of communicative classrooms
22
Beyond input: Pushed output and noticing in L2 development
24
Focus on form in the second language classroom
28
Summary
29
Suggestions for further reading
31
chapter
3
What is grammar and how can it be described?
33
A pedagogic framework for grammar description
37
Corpus linguistics and the study of language performance
40
Frequency-based descriptions of grammar use
42
A corpus-informed revolution in
1.2
grammar teaching?
47
Summary
49
Suggestions for further reading
50
CHAPTER
4
lhe
lexis-grammar interface: Phraseology, collocation,
and formulaic sequences
51
Formulaic language and grammar description
55
Identifying and describing formulaic sequences
57
Frequency, formulae, and phraseology in second language acquisition
63
Summary
65
Suggestions for further reading
66
vi
Pedagogical Grammar
CHAPTERS
Evaluating and adapting existing materials 67
Choosing a focus for your lesson
68
Evaluating the quality of textbook and website of explanations
69
Evaluating the quality of textbook and website practice activities
78
Summary
85
Suggestions for further reading
85
Recommended resources
86
CHAPTER
6
Investigating grammar use through online corpora
87
The behind the scenes approach
87
The corpora as a classroom resource approach
95
Τ
he student as researcher approach
105
Exploring World Englishes and corpora of other languages
118
Summary
119
Suggestions for further reading
119
Recommended resources
119
CHAPTER
7
lhe
dynamic nature of L2 learner language
121
Early studies of learner language:
L
1
-L2 comparisons
121
Naming the System : Selinker
s
concept of interlanguage
123
Investigating systematicity in learner language: The morpheme order studies
125
Developmental sequences in L2 acquisition
127
Explaining systematicity and variability in learner language
137
Revisiting the target language and the goal of near-nativeness
140
Summary
144
Suggestions for further reading
144
chapter
8
Instructed L2 grammar acquisition: Six key theory-practice links
145
Explicit versus implicit instruction does not have to be
an either-or proposition
146
Meaning-focused communication tasks can promote the acquisition
of V2 grammar
149
Corrective feedback
-
in many forms
-
can make a difference
152
Our pedagogical choices are not always determined in advance,
but in the moment and in collaboration with L2 learners
156
12
learners play an important role in the grammar acquisition
of their peers
160
Table
of
contents
vii
Our ability to use and acquire language is constrained
by limited attentional resources
163
Summary
168
Suggestions for further reading
169
CHAPTER
9
Designing grammar-focused communication tasks
171
Considerations in L2 grammar task design
173
Promoting interaction through
information
gap tasks
175
Focus on form through task-essential design and corrective feedback
178
Options along the implicit-explicit continuum
181
Promoting collaboration and the co-construction of language knowledge
183
Providing assistance in the zone of proximal development
185
Preparing students for the task at hand: Task modeling
and task planning options
188
Considering the cognitive dimensions of task complexity
191
Summary
194
Suggestions for further reading
195
Recommended resources
195
CHAPTER
10
Assessing grammar within a framework of communicative competence
197
Defining grammar for the purpose of assessment
197
Classroom-based assessment: Important terminology
203
Designing classroom-based assessments of
1.2
grammar ability
204
Task-based performance assessment
210
Dynamic assessment
215
Kvaluating student performance
217
Summary
221
Suggestions for further reading
222
Recommended resources
222
CHAPTER II
Reflections and suggestions for further study
223
References
229
Index
243
|
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| discipline | Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
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| spellingShingle | Keck, Casey Kim, YouJin Pedagogical grammar Grammatik Sprache Language and languages Study and teaching Grammar, Comparative and general Study and teaching Cognitive grammar Applied linguistics Fremdsprachenunterricht (DE-588)4018428-6 gnd Kognitive Grammatik (DE-588)4232699-0 gnd Didaktische Grammatik (DE-588)4333095-2 gnd Kognitive Linguistik (DE-588)4246269-1 gnd |
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| title | Pedagogical grammar |
| title_auth | Pedagogical grammar |
| title_exact_search | Pedagogical grammar |
| title_full | Pedagogical grammar Casey Keck ; YouJin Kim |
| title_fullStr | Pedagogical grammar Casey Keck ; YouJin Kim |
| title_full_unstemmed | Pedagogical grammar Casey Keck ; YouJin Kim |
| title_short | Pedagogical grammar |
| title_sort | pedagogical grammar |
| topic | Grammatik Sprache Language and languages Study and teaching Grammar, Comparative and general Study and teaching Cognitive grammar Applied linguistics Fremdsprachenunterricht (DE-588)4018428-6 gnd Kognitive Grammatik (DE-588)4232699-0 gnd Didaktische Grammatik (DE-588)4333095-2 gnd Kognitive Linguistik (DE-588)4246269-1 gnd |
| topic_facet | Grammatik Sprache Language and languages Study and teaching Grammar, Comparative and general Study and teaching Cognitive grammar Applied linguistics Fremdsprachenunterricht Kognitive Grammatik Didaktische Grammatik Kognitive Linguistik Aufsatzsammlung |
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