"...Interviews with 31 (secondary English) teachers reveal two discourses which frame the ways in which teachers express their feelings (about grammar teaching): a dominant discourse of grammar as threatening, reactionary and dull, and an oppositional discourse which positions grammar as inspiring, fascinating, and empowering." (from the abstract).
Jean, G. & Simard, D. (2011, Aug. 10). Grammar Teaching and Learning in L2: Necessary, but Boring? Foreign Language Annals. http://onlinelibrary.wiley.com/enhanced/doi/10.1111/j.1944-9720.2011.01143.x/. Accessed 1-15.
"...Results showed only slight discrepancies between students’ and teachers’ beliefs and perceptions, and very few differences according to the target language and students’ gender or age. The main findings suggest that grammar instruction is perceived by both students and teachers as necessary and effective, but not as something they enjoy doing." (from the abstract)
Myhill, D., Jones, S., Watson, A. & Lines, H. (2012, Nov. 27). Playful explicitness with grammar: a pedagogy for writing. Literacy. http://onlinelibrary.wiley.com/enhanced/doi/10.1111/j.1741-4369.2012.00674.x/. Accessed 1-15.
Truscott, J. (2006, Oct. 27). The Case Against Grammar Correction in L2 Writing Classes. Language Learning 46(2), 327-369. June 1996.
Labels: grammar, learning theory
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