Can Students Apply Grammar Rules After Reading Textbook Explanations
Bibliographic Data
| ID | 8936001 |
|---|---|
| Authors | Virginia M Scott (Vanderbilt University, corresponding author), Sarah A Randall (Chatham University) |
| Year | 1992 |
| Volume | 25 |
| Issue | 4 |
| Pages | 357-363 |
| Publication date | 1992-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1992.tb00557.x |
| OpenAlex | W2034579704 |
| Language | EN |
| Citations received | 4 |
| References cited | 3 |
ACTFL Proficiency Guidelines have become a standard by which many teachers devise foreign language curricula and daily classroom procedures. However, for many teachers, there seems to be little guidance with regard to the role of explicit grammar instruction in the proficiency‐oriented classroom. Proponents of proficiency‐oriented instruction recognize the importance of grammar and accuracy, yet the questions involving what kind of explicit grammar instruction teachers need to do in class as well as what students can do outside of class, without teacher intervention, have yet to be answered. In order to begin answering these questions, we designed a research experiment to determine how well students are able to read, learn and use targeted grammar structures on their own. Results suggest that students can learn certain kinds of linguistic structures autonomously, whereas other kinds of structures require more active teacher intervention. While these results raise further questions about explicit grammar instruction in the proficiency‐oriented classroom, they point ultimately to more effective use of class time
Class (philosophy · Curriculum · Foreign language · Grammar · Intervention (counseling · Linguistics · Mathematics education · Pedagogy · Point (geometry · Reading (process · Teaching method · Traditional grammar · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Mathematics · Multilingual Education and Policy · Psychology · Second Language Acquisition and Learning
| Citations per year | 0.12 |
|---|---|
| Citation span | 1993 - 1999 (7) |
| Highly cited | No |