Towards a Pedagogy of Grammar Instruction

Richards, Jack C.; Reppen, Randi

doi:10.1177/0033688214522622

Cited by 55 publications

(57 citation statements)

References 12 publications

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“…Within the CLT framework, grammar learning does not drive teaching practice but results from it. Prominent researchers in the field agree that grammar instruction must be included in CLT programs (Cullen, 2012;Ellis, 2006;Richards, 2006;Richards & Reppen, 2014;Thornbury, 1999).…”

Section: Grammar and Communicative Language Teachingmentioning

confidence: 99%

“…According to Richards & Reppen (2014), we can view grammar both as knowledge and as an ability. Grammatical knowledge helps us produce grammatical sentences.…”

Section: The Gap Between Grammatical Knowledge and Grammatical Abilitymentioning

confidence: 99%

“…'Learners need to be able to notice features of grammar in natural, realistic contexts of use' and classroom instruction should aim to speed up this process (Cullen, 2012, p. 260). Similarly, according to Richards & Reppen (2014), teachers should 'provide opportunities for guided noticing' (p. 13). Furthermore, since noticing is 'fleeting', like attention (Vanderplank, 2016, p. 242), 'and very far from internalizing' (p. 243), the teacher should make sure that the students do not just notice the form but also learn its meanings and uses (Ellis, 2006).…”

Section: Why Television Series Can Foster Grammar Learningmentioning

confidence: 99%

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Overcoming the Grammar Barrier in Foreign Language Learning: The Role of Television Series

Shechter

2018

JLE

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Mastering the grammar of a foreign language requires learning the rules as well as the contexts within which the structures are used. Formal grammar instruction should therefore be augmented by exposing learners to authentic language. According to the literature, watching television series in the target language improves listening comprehension and enhances vocabulary acquisition. No study to date, however, has investigated the recursive use of one series, in the classroom and over an entire course, to explicitly teach grammar. Presenting apt pedagogical arguments substantiated by the literature on grammar instruction and evidence from the classroom, this article maintains that a television series can be an invaluable source of authentic language and an excellent means to teach grammar in context. It recommends using the dialogues in the scenes to teach and illustrate grammatical structures, especially those that are very different or do not exist in the learners' mother tongue. The article also proposes giving students pertinent writing tasks and adequate corrective feedback to help them internalize these structures. Consistent with recent studies indicating a strong connection between emotion and cognition, this method raises the students' motivation and enhances grammar learning; as such, it can supplant or complement conventional practices of grammar instruction and thereby warrants empirical studies. Finally, the article delineates directions for future research to elucidate how television series contribute to the teaching and learning of grammar.

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Section: Grammar and Communicative Language Teachingmentioning

confidence: 99%

“…According to Richards & Reppen (2014), we can view grammar both as knowledge and as an ability. Grammatical knowledge helps us produce grammatical sentences.…”

Section: The Gap Between Grammatical Knowledge and Grammatical Abilitymentioning

confidence: 99%

Section: Why Television Series Can Foster Grammar Learningmentioning

confidence: 99%

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Overcoming the Grammar Barrier in Foreign Language Learning: The Role of Television Series

Shechter

2018

JLE

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“…Pennington (2002) proposes a synthesis approach to grammatical pedagogy which emphasizes 4C-collocational, constructive, contextual and contrastive. Richards and Reppen (2014) proposed twelve principles as the basis for a pedagogy that focuses on acquiring learning to use grammar in texts. Larsen-Freeman (2003 recommended grammaring approach which fosters the ability of students to go beyond the input, for, after all, language learning is not about conformity to uniformity.…”

Section: Grammar Teaching In Different Contextsmentioning

confidence: 99%

“…When viewed as ability, the focus is on how grammar is used as a resource in the creation of spoken and written texts. (Richards & Reppen, 2014) …”

Section: Grammar and Grammaringmentioning

confidence: 99%

Grammar and Grammaring: Toward Modes for English Grammar Teaching in China

Nan¹

2015

ELT

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The value of grammar instruction in foreign language learning and teaching has been a focus of debate for quite some time, which has resulted in different views on grammar and grammar teaching as well as different teaching approaches based on different perspectives or in different language learning contexts. To explore some modes for grammar teaching in China on the basis of distinguishing grammar and grammaring, this research reviews briefly the current situations of grammar teaching at colleges in China and the various teaching modes adopted in different teaching contexts. Two teaching modes are suggested, linguistic mode and story-telling mode, which may activate inquiry learning and active learning. Linguistic mode, which emphasizes the dual features of grammar learning, is more reasoning-centered than knowledge-centered and is designed from linguistic and academic perspective for advanced learners. Story telling mode, which focuses on smooth communication in different contexts, is more skill-centered than rule-centered and is designed from social and communicative perspective for beginners. Exploring the modes for teaching grammar from linguistic and social perspectives will be a pilot study for inquiring other aspects of grammar teaching as well as for teaching grammar to the learners of other languages.

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Teaching English Grammar in Asian Contexts

Agustien

2016

English Language Teaching Today

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Towards a Pedagogy of Grammar Instruction

Cited by 55 publications

References 12 publications

Overcoming the Grammar Barrier in Foreign Language Learning: The Role of Television Series

Overcoming the Grammar Barrier in Foreign Language Learning: The Role of Television Series

Grammar and Grammaring: Toward Modes for English Grammar Teaching in China

Teaching English Grammar in Asian Contexts

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