Teachers' concepts on the teaching of grammar in relation to the teaching of writing in spain : a case study
Camps, Anna (Universitat Autònoma de Barcelona)
Fontich, Xavier (Universitat Autònoma de Barcelona)

Fecha:	2019
Resumen:	This article presents the results of a study conducted in Spain concerning a secondary school teacher's conceptualizations of grammar teaching and its relation to writing. Concepts are considered of the utmost importance when confronting any educational change. In dealing with the controversial issue of the role played by grammar in learning to write, the authors defend their positioning of the debate around the concept of metalinguistic activity as a source of grammar learning rather than the notion of an implicit/ex-plicit grammar dichotomy. A number of studies have deemed the former as a promising avenue for re-search. After analysing a semi-structured interview held with the teacher, some preliminary results con-cerning the respondent's concepts show that she combines ideas of implicit grammar and explicit gram-mar with an incipient awareness of the importance and possibilities of promoting metalinguistic activity. Awareness of metalinguistic activity can anchor the re-orienting of classroom practices towards reflection within planned activities designed by the teacher and intended to promote students' autonomy and awareness. Nonetheless, these results point at a much-needed process of structuring by means of which teachers enhance this perspective.
Ayudas:	Ministerio de Economía y Competitividad EDU2011-26039
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, 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.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió publicada
Materia:	Grammar teaching ; Implicit/explicit grammar ; Metalinguistic activity ; Teacher's concepts ; Writing
Publicado en:	L1-educational studies in language and literature, Vol. 19 (2019) , p. 1-36, ISSN 1567-6617

DOI: 10.17239/L1ESLL-2019.19.02.02

36 p, 398.6 KB

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