Literaturnachweis - Detailanzeige
| Autor/in | Lally, Carolyn |
|---|---|
| Titel | Grammar in the Second Language Classroom: An Ever-Changing Role. |
| Quelle | (1998), (26 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Audiolingual Methods; Comparative Analysis; Educational History; Educational Trends; Grammar; Grammar Translation Method; Natural Language Processing; Second Language Instruction; Second Languages; Suggestopedia; Teaching Methods; Trend Analysis |
| Abstract | The history of grammar instruction in second language education is traced, focusing on the evolution of grammar's role from a central place in instruction to its current peripheral, almost problematic role. The objective is to provide background information so that second language educators can redefine grammar's role in language instruction. The dominant mode of grammar instruction from the late eighteenth to the early twentieth century was the grammar-translation method, which was promoted as good mental training and used both explicit and deductive teaching methods. This approach was challenged by proponents of second language learning in the same natural context as first language learning, then by emphasis on reading skills. The audiolingual method evolved after the second world war, aimed at developing all four language skills (listening, speaking, reading, writing), and its successor, the cognitive method, emerged soon after. Subsequently some controversial methods, including Total Physical Response, the Monitor Model, the Natural Approach, Silent Way, Community Language Learning, and Suggestopedia evolved, each with a different approach to grammar learning. Contains 67 references. (MSE) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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