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| Autor/inn/en | Celce-Murcia, Marianne; Yoshida, Nina |
|---|---|
| Titel | Alternatives to current pedagogy for teaching the past perfect progressive. |
| Quelle | In: English teaching forum, 41 (2003) 1, S. 2-9, 21 |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0425-0656; 1559-663X |
| Schlagwörter | Englischunterricht; Fremdsprachenunterricht; Grammatikunterricht; Diskursanalyse; Lehrwerkanalyse; Diskursanalyse; Grammatikunterricht; Grammatikübung; Fremdsprachenunterricht; Englischunterricht; Past Perfect Continuous; Present Perfect; Present Progressive |
| Abstract | Given the dominance of the communicative approach in language teaching, we assume that grammar explanations and grammar exercises will be well contextualized and discourse-based (Celce-Murcia and Olshtain 2000). There is also the expectation that such explanations and exercises will not be based primarily on the intuitions of the materials writers or of the teachers who prepare grammar lessons; they will be based on a solid understanding of when and how native speakers use a given structure. Such an understanding can only be arrived at by examining many authentic tokens of the target form occuring in natural contexts and by doing a discourse analysis of these tokens. (Verlag). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2023/1 |
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