Grammar at School: Research on Metalinguistic Activity in Language Education
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Brussels
P.I.E-Peter Lang S.A., Éditions Scientifiques Internationales
2015
|
| Ausgabe: | 1st, New ed |
| Schlagworte: | |
| Online-Zugang: | BSB01 Volltext |
| Beschreibung: | Online resource; title from title screen (viewed June 10, 2019) |
| Beschreibung: | 1 Online-Ressource (286 Seiten) |
| ISBN: | 9783035264906 |
Internformat
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| 245 | 1 | 0 | |a Grammar at School |b Research on Metalinguistic Activity in Language Education |c Teresa Ribas, Xavier Fontich, Oriol Guash-Boyé |
| 250 | |a 1st, New ed | ||
| 264 | 1 | |a Brussels |b P.I.E-Peter Lang S.A., Éditions Scientifiques Internationales |c 2015 | |
| 300 | |a 1 Online-Ressource (286 Seiten) | ||
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| 505 | 8 | |a The studies presented in this book argue that exploring the grammatical system outside the communicative flow enables students to develop clearer knowledge of this system and to become more effective in their language use. This approach is the outcome of research revolving around the role of metalinguistic knowledge in learning how to write. According to this research, language use and metalinguistic activity are interdependent. The international debate on the effect of grammar instruction on writing skills has been dominated by an overly causal approach which ignores core considerations such as the teaching procedures that we use to reflect upon the grammar system in the classroom and the way we conceptualise this system. This book highlights the need to encourage students to engage in metalinguistic activity, in which verbalisation and data manipulation should play a key role. It also emphasises the importance of conceptualising the grammar system as an organic entity resulting from the integration of form, meaning and the intention of the speaker | |
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Datensatz im Suchindex
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| author2 | Ribas, Teresa Fontich, Xavier Guash-Boyé, Oriol |
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| contents | The studies presented in this book argue that exploring the grammatical system outside the communicative flow enables students to develop clearer knowledge of this system and to become more effective in their language use. This approach is the outcome of research revolving around the role of metalinguistic knowledge in learning how to write. According to this research, language use and metalinguistic activity are interdependent. The international debate on the effect of grammar instruction on writing skills has been dominated by an overly causal approach which ignores core considerations such as the teaching procedures that we use to reflect upon the grammar system in the classroom and the way we conceptualise this system. This book highlights the need to encourage students to engage in metalinguistic activity, in which verbalisation and data manipulation should play a key role. It also emphasises the importance of conceptualising the grammar system as an organic entity resulting from the integration of form, meaning and the intention of the speaker |
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| discipline | Sprachwissenschaft Literaturwissenschaft |
| discipline_str_mv | Sprachwissenschaft Literaturwissenschaft |
| edition | 1st, New ed |
| format | Electronic eBook |
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| spelling | Grammar at School Research on Metalinguistic Activity in Language Education Teresa Ribas, Xavier Fontich, Oriol Guash-Boyé 1st, New ed Brussels P.I.E-Peter Lang S.A., Éditions Scientifiques Internationales 2015 1 Online-Ressource (286 Seiten) txt rdacontent c rdamedia cr rdacarrier Online resource; title from title screen (viewed June 10, 2019) The studies presented in this book argue that exploring the grammatical system outside the communicative flow enables students to develop clearer knowledge of this system and to become more effective in their language use. This approach is the outcome of research revolving around the role of metalinguistic knowledge in learning how to write. According to this research, language use and metalinguistic activity are interdependent. The international debate on the effect of grammar instruction on writing skills has been dominated by an overly causal approach which ignores core considerations such as the teaching procedures that we use to reflect upon the grammar system in the classroom and the way we conceptualise this system. This book highlights the need to encourage students to engage in metalinguistic activity, in which verbalisation and data manipulation should play a key role. It also emphasises the importance of conceptualising the grammar system as an organic entity resulting from the integration of form, meaning and the intention of the speaker Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Metalinguistik (DE-588)4169561-6 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Fremdsprachenunterricht (DE-588)4018428-6 s Metalinguistik (DE-588)4169561-6 s DE-604 Ribas, Teresa edt Fontich, Xavier edt Guash-Boyé, Oriol edt Erscheint auch als Druck-Ausgabe 9782875742018 Erscheint auch als Druck-Ausgabe 9783035299700 Erscheint auch als Druck-Ausgabe 9783035299717 https://www.peterlang.com/view/product/61867?format=EPDF Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Grammar at School Research on Metalinguistic Activity in Language Education The studies presented in this book argue that exploring the grammatical system outside the communicative flow enables students to develop clearer knowledge of this system and to become more effective in their language use. This approach is the outcome of research revolving around the role of metalinguistic knowledge in learning how to write. According to this research, language use and metalinguistic activity are interdependent. The international debate on the effect of grammar instruction on writing skills has been dominated by an overly causal approach which ignores core considerations such as the teaching procedures that we use to reflect upon the grammar system in the classroom and the way we conceptualise this system. This book highlights the need to encourage students to engage in metalinguistic activity, in which verbalisation and data manipulation should play a key role. It also emphasises the importance of conceptualising the grammar system as an organic entity resulting from the integration of form, meaning and the intention of the speaker Fremdsprachenunterricht (DE-588)4018428-6 gnd Metalinguistik (DE-588)4169561-6 gnd |
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| title | Grammar at School Research on Metalinguistic Activity in Language Education |
| title_auth | Grammar at School Research on Metalinguistic Activity in Language Education |
| title_exact_search | Grammar at School Research on Metalinguistic Activity in Language Education |
| title_exact_search_txtP | Grammar at School Research on Metalinguistic Activity in Language Education |
| title_full | Grammar at School Research on Metalinguistic Activity in Language Education Teresa Ribas, Xavier Fontich, Oriol Guash-Boyé |
| title_fullStr | Grammar at School Research on Metalinguistic Activity in Language Education Teresa Ribas, Xavier Fontich, Oriol Guash-Boyé |
| title_full_unstemmed | Grammar at School Research on Metalinguistic Activity in Language Education Teresa Ribas, Xavier Fontich, Oriol Guash-Boyé |
| title_short | Grammar at School |
| title_sort | grammar at school research on metalinguistic activity in language education |
| title_sub | Research on Metalinguistic Activity in Language Education |
| topic | Fremdsprachenunterricht (DE-588)4018428-6 gnd Metalinguistik (DE-588)4169561-6 gnd |
| topic_facet | Fremdsprachenunterricht Metalinguistik Aufsatzsammlung |
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