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A comparative analysis of semantic frames and constructions in the English and German translations of Le Petit Prince
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Beliefs about grammar instruction among post-secondary second-language learners and teachers
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Abstract:
This dissertation aims to identify student and teacher beliefs about grammar instruction, grammar learning, and the importance of grammatical accuracy and corrective feedback in the context of three foreign language programs at an R1 university in the United States. This study both investigates student and teacher views on grammar instruction at various levels of lower-division language programs and compares student and teacher beliefs about their own grammatical competencies and the importance of grammatical accuracy in their second language (L2). Despite the overwhelming consensus among second language acquisition (SLA) researchers that deductive and inductive grammar instruction, also referred to as form-focused instruction (FFI), have positive effects on language acquisition, it is critical to investigate teacher and student perceptions of contemporary approaches to developing grammatical competencies in a second language. The systematic investigation of teacher and student beliefs about grammar instruction generates important implications for language instruction, curriculum, teacher training, and material development. One such implication is the practical applicability of the methods used to inquire into beliefs about grammar instruction in the L2 classroom. Using such classroom-based data collection methods can help limit conflicting views between L2 learners and their teachers. The results of this descriptive study not only help identify effective classroom practices for scholars and educators, but also inform the decision-making processes of language curriculum developers and textbook authors regarding, for instance, the use of inductive and deductive exercises to teach grammar in the L2 classroom. ; Germanic Studies
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Keyword:
Beliefs about language learning; Grammar instruction; Individual differences; Language learning
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URL: http://hdl.handle.net/2152/65847
https://doi.org/10.15781/T2WH2DZ31
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Culture specific aspects of semantic frames in multilingual frame descriptions
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The roots of 'multiethnolects' : effects of migration on the lexicon and speech of German-speaking school children
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A usage-based approach to verb classes in English and German
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Semantic role alignment in metaphor : a frame semantic approach to metaphoric meaning
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Romance perspectives on construction grammar
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MPI-SHH Linguistik
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Argument marking with prepositions in German : a constructional approach to 'auf' ('on')
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Sign-based construction grammar
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MPI-SHH Linguistik
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A frame-semantic analysis of five English verbs evoking the Theft frame
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A frame-semantic approach to selectional restrictions in German support verb constructions : the case of [in X geraten]
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Texas Alsatian : Henri Castro's legacy ; Henri Castro's legacy
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Defining formality levels: cultural scripts as a guide to the formality scale of register
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Grammatical constructions : back to the roots
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MPI-SHH Linguistik
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