Difficulties Assessing Knowledge of Grammatical Terminology: Implications for Teacher Education and Teaching

Autor/inn/en	Bell, Huw; Ainsworth, Steph
Titel	Difficulties Assessing Knowledge of Grammatical Terminology: Implications for Teacher Education and Teaching
Quelle	In: Language Awareness, 30 (2021) 2, S.97-113 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2020.1752701
Schlagwörter	Grammar; Feedback (Response); Difficulty Level; Spelling; Punctuation; National Curriculum; Student Teachers; Language Tests; Scores; Elementary School Teachers; Preservice Teacher Education; Foreign Countries; Metalinguistics; English Curriculum; English Teachers; Teaching Methods; United Kingdom + Suchen Sie Ihr Suchwort? Grammatik; Schwierigkeitsgrad; Schreibweise; Interpunktion; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Language test; Sprachtest; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Ausland; Metalanguage; Metasprache; English language lessons; Englischunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
Abstract	This paper starts by reporting on the design and trialling of an informal, low-stakes test designed to assess the knowledge of grammar terms of pre-service primary school teachers following the UK's National Curriculum, the results of which were used to inform the design of a series of optional grammar classes. The test proved surprisingly difficult to design, and the final version contains many flaws, some predictable and some less so. In this paper we describe the design process and illustrate the difficulties we encountered, using evidence from our contemporaneous discussions and notes, as well as qualitative feedback and selected results from student teachers' test scores. We speculate on the extent to which the problems of our test reflect underlying issues with our understanding of the nature of declarative grammatical knowledge; these issues are likely to be relevant in all contexts where formal grammar is taught. We also draw out specific implications for the grammatical framework used in the English National Curriculum, and the associated tests of grammar, punctuation and spelling currently in use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01