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Promoting teacher–learner autonomy through and beyond initial language teacher education
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22 |
Language learning motivation, self and identity: current theoretical perspectives
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24 |
Provision for students with dyslexia in EFL: an ethnographic case study
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26 |
When BAWE meets WELT: the use of a corpus of student writing to develop items for a proficiency test in grammar and English usage
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27 |
An investigation into the benefits of collaborative writing for the development of EFL children’s communication skills : a reflective report of a teacher researcher
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29 |
Comparative assessment of young learners' foreign language competence in three Eastern European countries
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30 |
Using authentic materials in teaching English as an international language
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31 |
Schülerkompetenzen im Englischen : textrekonstruktion: C-Test
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32 |
Social networks, language learning and language school student sojourners: a qualitative study
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33 |
Addressing the grammar needs of Chinese EAP students: an account of a CALL materials development project
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34 |
Teaching english as a foreign language, 1936-1961 : foundations of ELT
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35 |
Teaching and learning English as an international language in Portugal: policy, practice and perceptions
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36 |
Experienced EFL teachers' personal theories of good teaching : a PCT-based investigation
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38 |
Focus on grammatical form: explicit or implicit?
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Abstract:
Grammar teaching has been and continues to be an area of some controversy and debate have led to the emergence of a new classroom option for language teachers: that of Focus on Form (as opposed to Focus on Meaning or Focus on FormS). Against this background of ‘interesting times’ for grammar teaching, this paper reports research into teachers' attitudes to grammar and its teaching and learning within an EAP context. Responses from 48 EAP teachers in British university language centres produced both quantitative and qualitative data. Results indicate that the majority of teachers in this study appreciate the value of grammar for their students and possess a sophisticated understanding of the problems and issues involved. There is evidence to support a favourable attitude to Focus on Form approaches among this group. A further finding concerns the importance of student characteristics, needs and wishes in influencing teachers' classroom actions in relation to grammar.
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Keyword:
LB Theory and practice of education; LB2300 Higher Education; Memory; PE English; Subjects outside of the University Themes; Text and Place
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URL: http://usir.salford.ac.uk/id/eprint/1173/ https://doi.org/10.1016/S0346-251X(02)00048-9
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39 |
The effect of a strategy-based instruction programme on developing EFL listening comprehension skills
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40 |
EFL/ESP teacher development and classroom innovation through teacher-initiated action research
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