Teaching grammar as a liberating force.

Autor/in	Cullen, Richard
Titel	Teaching grammar as a liberating force.
Quelle	In: ELT journal, 62 (2008) 3, S. 221-230 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 4; Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0013-8290; 1477-4526
Schlagwörter	Empirische Forschung; Effizienz; Englischunterricht; Fremdsprachenunterricht; Grammatik; Grammatikunterricht; Empirische Forschung; Grammatik; Grammatikunterricht; Grammatikübung; Fremdsprachenunterricht; Englischunterricht; Effizienz
Abstract	The idea of grammar as a 'liberating force' comes from a paper by Henry Widdowson (1990) in which grammar is depicted as a resource which liberates the language user from an over-dependency on lexis and context for the expression of meaning. In the paper, the author considers the implications for second language teaching of the notion of grammar as a liberating force, and identifies three key design features which, he proposes, need to be present in any grammar production task in which this notion is given prominence. These are: learner choice over which grammatical structures to use; a process of 'grammaticization' where the learners apply grammar to lexis; and opportunities to make comparisons and notice gaps in their use of grammar. The author then discusses, with practical examples, types of grammar task which exhibit these features. These tasks all derive from traditional ELT practice, but have been revitalized to support an approach to teaching grammar which emphasizes its liberating potential. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3