Web of Science: 21 cites, Scopus: 23 cites, Google Scholar: cites
Grammar instruction in the Hispanic area : the case of Spain with attention to empirical studies on metalinguistic activity
Fontich Vicens, Xavier (Universitat Autònoma de Barcelona)
García Folgado, María José (Universitat de València)

Data: 2018
Resum: Grammar instruction is an unresolved issue in the Hispanic area, having long been approached from within the disjunction between rhetoric (teaching how to use language, especially writing) and grammar (teaching the grammar content). Over time grammar instruction has generated an intense debate around two positions: direct instruction on grammar content, versus instruction devoted to prompting reflection on grammar and language use. There has been an insistent and recurring tendency towards the former, a situation that still prevails. More recently, however, certain research trends in Spain, albeit a minority, have crystallized in a research trajectory on metalinguistic activity, opening up new possibili-ties for rethinking instruction based on grammar reflection to support writing. Within such a trajectory, innovative ways to promote grammar reflection within language use are explored, and metalinguistic activity becomes the focus of research and pedagogy. Crucially, some of the empirical studies developed within this trajectory suggest that grammar knowledge may not be a condition for reflection about language but its consequence, leading to a consideration of metalinguistic activity as a promising avenue for rethinking the debate on the role of grammar instruction.
Drets: Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades. Creative Commons
Llengua: Anglès
Document: Article ; article de revisió ; Versió publicada
Matèria: Grammar ; Writing ; Metalinguistic activity ; Hispanic area ; Instructional sequences to learn grammar ; Case study
Publicat a: L1-educational studies in language and literature, Vol. 18 (2018) , ISSN 1567-6617

DOI: 10.17239/L1ESLL-2018.18.04.02

39 p, 656.6 KB

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