Essays about: "grammatical instruction"
Showing result 1 - 5 of 7 essays containing the words grammatical instruction.
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1. Form-focused or meaning-focused? : Grammar tasks in EFL textbooks for English 5 in upper secondary school
University essay from Karlstads universitetAbstract : This paper investigates what role grammar plays, what grammatical content is included, and whether focus on form or meaning dominates in six EFL (English as a Foreign Language) textbooks for English 5. Through the methodology content analysis, the grammatical content is calculated, categorized, and analyzed with coding frames in three parts: form-focused instruction and grammar tasks and meaning-focused instruction and grammar tasks, context, and grammatical categories. READ MORE
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2. Promoting Playfulness within Grammar Exercises in the Context of Writing : A Materials Analysis for Teaching and Learning English in a Swedish Upper-Secondary School Context
University essay from Örebro universitet/Institutionen för humaniora, utbildnings- och samhällsvetenskapAbstract : The English subject in Swedish upper-secondary school aims to develop students’ holistic communicative ability, giving students opportunities to produce meaningful texts with confidence. The syllabus further proposes that this ability includes knowledge of the language’s grammatical structures since being aware of grammatical structures and options helps students to write in varied and effective ways. READ MORE
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3. Teachers' Prefered Timing of Form Focused Instruction : A Study of Grade 4 - 6 English Teachers' Preference for Isolated- and Integrated FFI in Swedish Compulsory School
University essay from Högskolan i Gävle/Avdelningen för humanioraAbstract : Abstract This study examined grade 4-6 English teachers’ preferred approach regarding the timing of grammatical instruction, developed and distinguished by Spada and Lightbown (2008) as isolated and integrated form-focused instruction (FFI). Both isolated FFI and integrated FFI are described as taking place in primarily meaning-based communicative classrooms. READ MORE
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4. Explicit Grammar Instruction: In-Service Teacher Attitudes and Classroom Implementations
University essay from Stockholms universitet/Engelska institutionenAbstract : The importance of explicit grammar instruction has been debated during decades within the second language acquisition discourse community. Researchers’ views on the topic are controversial, and there is still no clear answer to be found. READ MORE
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5. Prospects for Evidence-Based L2 Chinese Teaching Practice in Sweden: A Progression Sequence Analysis of Grammatical Items in Chinese Textbooks
University essay from Lunds universitet/Utbildningsvetenskap; Lunds universitet/Humanistiska och teologiska fakulteternaAbstract : This study was motivated by the current vulnerable status of Chinese taught as a second language in Swedish gymnasium education, calling for further knowledge on how theories on second language (L2) acquisition can benefit instruction on L2 Chinese. Since language textbooks often constitute the curriculum in Swedish classrooms, two Chinese textbooks were targeted for analysis in terms of the sequencing of grammatical content in relation to learner readiness. READ MORE
