The book offers a concise introduction to the psychological and pedagogical foundations of teaching grammar in the foreign language classroom. The authors focus on topics of importance for students who have no extensive experience in teaching grammar themselves.
This textbook makes rewarding reading not only for participants in university courses but also for those students who want to use it for self-instruction at home. Also teacher trainees and experienced teachers can benefit from the many insights provided in this volume.
Welches sind die lernpsychologischen und didaktischen Grundlagen zeitgemäßen Grammatikunterrichts? Das Buch kann in Lehrveranstaltungen an der Hochschule, in Fortbildungszentren und für das Selbststudium eingesetzt werden.
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Table of Contents
List of abbrevations 9
1 Introduction 11
PART I: BACKGROUND
2 Basis – Grammar: What? 14
Definitions of Grammar: Standard English 16
Grammar Myths 26
Representations of Grammar 37
3 Historical Approaches to Grammar Teaching 46
Latin as a Role Model? 50
The Grammar Translation Method 52
The Direct Method 53
The Audio-Lingual Method 55
4 Communicative Language Teaching 57
Principles 61
Techniques 62
PART II: SECOND LANGUAGE ACQUISITION RESEARCH & GRAMMAR TEACHING
5 Grammar Teaching and SLA: A Role for Interlanguage 72
6 Interlanguage Grammars: Extending the Concept 91
7 Interlanguage and the Language Classroom 103
Teachability Hypothesis 103
The Role of Errors 110
8 Interlanguage and Stabilisation 115
9 Implicit vs. Explicit Grammar Learning 122
10 Teaching vs. Learning Grammar 134
Summarising: What every Teacher should know about SLA 135
Reviewing: Grammar Myths 138
PART III: GRAMMAR TEACHING IN THE EFL CLASSROOM
11 Focus on Form 149
12 Task-Based Language Teaching 158
13 Immersion Programmes and Grammar Teaching 173
14 Course Books and Media 188
15 Diagnosing Learner Progress 215
Proficiency Testing 217
Profile Analysis 226
PART IV: SERVICE SECTION
Glossary 240
Bibliography 248
Acknowledgements 268
Index 270
Giới thiệu về tác giả
Anja Plesser lehrte Englisch und seine Didaktik an der Universität Paderborn.
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