Perspectives on Spoken Grammar

Autor/in	Goh, Christine
Titel	Perspectives on Spoken Grammar
Quelle	In: ELT Journal, 63 (2009) 4, S.303-312 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccp004
Schlagwörter	Metalinguistics; Oral Language; Written Language; Standard Spoken Usage; Foreign Countries; Native Speakers; English (Second Language); Grammar; Second Language Instruction; Language Teachers; Teacher Attitudes; Computer Mediated Communication; Language Attitudes; Sociolinguistics; China; Singapore; United Kingdom + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Gesprochene Sprache; Umgangssprache; Ausland; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Computerkonferenz; Sprachverhalten; Soziolinguistik; Singapur; Großbritannien
Abstract	English language teachers' opinions on the pedagogic relevance of spoken grammar are beginning to be reported, yet the voices of teachers in East Asia are rarely heard. In this article, the views of teachers from China and Singapore expressed in an online discussion are compared. The discussion, which was part of a taught postgraduate course, focused on the usefulness of British spoken grammar norms and the potential value of spoken grammar knowledge for language learners. There is a broad consensus of opinion about its importance for raising learners' language awareness, but Chinese and Singaporean teachers generally had different attitudes to native speaker norms, while opinions on some pedagogical issues vary more at the individual level. The similarities and differences are attributed to the teachers' sociolinguistic concerns, understanding of learner needs, and beliefs about grammar that are influenced by the written language. The implications of these teacher perspectives for teacher education are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10