Literaturnachweis - Detailanzeige
| Autor/in | Ellis, Rod |
|---|---|
| Titel | Grammar Teaching for Language Learning. |
| Quelle | In: Babylonia, (2014) 2, S. 10-15Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben; Tabellen 3 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1420-0007 |
| Schlagwörter | Kognition; Kognitives Lernen; Lernziel; Methodik; Grammatikunterricht; Kommunikative Kompetenz; Sprachbewusstsein; Fremdsprachenunterricht; Effizienz |
| Abstract | How can teachers teach grammar in a way that ensures learners are able to use what they have learned in free communication? To answer this question is it necessary to understand the difference between implicit knowledge and explicit knowledge of grammar. Implicit knowledge is available for use in automatic processing whereas explicit knowledge requires controlled processing. While explicit knowledge is directly teachable, implicit knowledge is not - that is, it can only be learned incidentally through participating in communication. The main goal of grammar teaching should be to facilitate the development of learners' implicit knowledge. However, teaching explicit knowledge is also of value as learners can use it to monitor for accuracy and it also facilitates the incidental learning of implicit knowledge. Two approaches to teaching grammar are discussed and illustrated. One focuses on assisting learners to discover explicit rules of grammar for themselves by completing consciousness-raising tasks. The other aims at facilitating the acquisition of implicit knowledge through focused communicative tasks. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2022/2 |
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