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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 11 of 11 1 南臺灣英語教師對文法教學的認知 ; Teachers' Perceptions of Grammar Teaching in EFL Classrooms in Southern Taiwan 廖津加; LIAO, CHIN-CHIA. - 2021 BASE Show details 2 The effects of deductive, inductive and a combination of both types of grammar instruction in pre-sessional classes in higher education Giorgou Tzampazi, Stella. - : University of Bedfordshire, 2019 BASE Show details 3 The Effects of Guided-discovery, Self-discovery, and Situational-presentation Techniques on Learning Conditional Sentences in English Fahimeh Esmailzadeh; Seyyed Abdolmajid Tabatabaee Lotfi; Narjes Ashari Tabar In: Applied Linguistics Research Journal, Vol 3, Iss 3, Pp 51-63 (2019) (2019) BASE Show details 4 LINGÜÍSTICA DE CORPUS Y GRAMÁTICA INDUCTIVA: UNA APROXIMACIÓN Inmaculada Martínez Martínez In: Tonos Digital; NÚMERO 35 - JULIO 2018 (2018) BASE Show details 5 Grammar Teaching Revisited: EFL Teachers between Grammar Abstinence and Formal Grammar Teaching Allahyar, Negah; Nazari, Ahmad In: Australian Journal of Teacher Education (2012) BASE Show details 6 Using the Dictogloss in the high school foreign language classroom : noticing and learning new grammar Hornby Uribe, Amy Jean. - 2010 Abstract: text ; The purpose of this classroom-based study was to create a variation of the Dictogloss that is successful in teaching target grammar within a meaningful context in beginning level secondary foreign language classrooms. Specifically, the study aimed to find out if there were differences in the amount of target grammar (demonstrative adjectives and the imperfect tense) noticed, learned and used by students in the three treatment groups: Treatment Group 1 completed a traditional Dictogloss with the last phase being a self-reflection activity, Group 2 was the same as Group 1, except the learners saw a written version of the text during the first reading in addition to hearing the text. Both the written text and a whole class discussion during the last stage of the Dictogloss were added to the lessons completed by Group 3. Differing from traditional DG studies that tend to examine Language Related Episodes, quantitative data was collected via pre, immediate post and delayed post-tests which consisted of multiple-choice and fill-in-the-blank questions. Although there were significant within-group differences for all three groups, indicating that the participants in all groups noticed and began learning the target grammar, there were no significant between-groups differences, suggesting that the addition of the written text and class discussion did not increase the amount of target grammar learned by the students. While the test scores showed that the participants’ knowledge of the TG did improve, the fact that many participants never scored above chance level shows that the Dictogloss is not an effective stand-alone activity for teaching TG. Qualitative data was also collected via student surveys and the written metatalk produced during self-reflection activities. The participants were asked what they liked, did not like and what they learned during the Dictogloss lesson. The data was analyzed using Content Analysis which revealed three themes: organization and administration of the Dictogloss based on the theoretical framework of the Dictogloss, issues regarding the texts and the Dictogloss and learning. The collaborating classroom teacher was interviewed two times in order to further analyze the effectiveness of using the variations of the Dictogloss with beginning Spanish FL learners. ; Foreign Language Education Keyword: Dictogloss; Foreign language learning; Foreign language teaching; Grammar; High school; Inductive; Metalinguistic; Spanish URL: http://hdl.handle.net/2152/ETD-UT-2010-05-1337 BASE Hide details 7 歸納式及演繹式文法教學於不同英文能力國中生之成效比較 ; Effects of Inductive and Deductive Approaches in Grammar Instructionfor Junior High School Students of Differing English Proficiency 郤佳源; Shih, Jia-yuan. - 2008 BASE Show details 8 Inductive vs. Deductive Grammar Instruction and the Grammatical Performance of EFL Learners Fatemeh Behjat In: Journal of Applied Linguistics, Vol 1, Iss Inaugural Issue, Pp 1-13 (2008) (2008) BASE Show details 9 Learning to Parse from a Treebank: Combining TBL and ILP Miloslav Nepil In: http://www.fi.muni.cz/~nepil/nepil_grind.ps (2001) BASE Show details 10 Structures and categories for the representation of meaning Potts, Timothy C.. - Cambridge : Univ. Press, 1994 BLLDB UB Frankfurt Linguistik Show details 11 Foundations of logic and linguistics : problems and their solutions Bressan, Aldo (Mitarb.); Dorn, Georg (Hrsg.); Meyer, Robert K. (Mitarb.). - New York : Plenum Press, 1985 BLLDB UB Frankfurt Linguistik Show details

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