Communicative Grammar Teaching
A Problem for and a Message from International Teaching Assistants
Bibliographic Data
| ID | 8937063 |
|---|---|
| Authors | Ann Masters Salomone (Kent State University, corresponding author) |
| Year | 1998 |
| Volume | 31 |
| Issue | 4 |
| Pages | 552-568 |
| Publication date | 1998-12-01 |
| Peer Reviewed | Yes |
| 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.1944-9720.1998.tb00599.x |
| OpenAlex | W2081242785 |
| Language | EN |
| Citations received | 9 |
| References cited | 20 |
Grammar teaching within the context of the communicative approach is an issue for the entire foreign language teaching profession. International Teaching Assistants (ITAs) find this topic particularly vexing because of their normally strong grammatically oriented language learning backgrounds. Qualitative data obtained from Teaching Assistant (TA) surveys, interviews, journal entries, and videotape critiques were analyzed to discover the specific concerns of ITAs about grammar and how these concerns influence the identified ITA problems of language, cross‐cultural communication, and pedagogy. A thematic summary of the data and pedagogical implications for TA and ITA training are presented and serve as a call to ITA trainers for clearer instructions about grammar teaching
Communicative language teaching · Context (archaeology · Grammar · Language education · Linguistics · Mathematics education · Pedagogy · Qualitative research · Sociology · Teaching method · Thematic analysis · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
Cultural Differences in Student and Teacher Perceptions Concerning the Role of Grammar Instruction and Corrective Feedback
Metasynthesis of Research on International Teaching Assistants in Higher Education
Teacher Beliefs and Practices in Advanced Spanish Classrooms
Empirical profiles of academic oral English proficiency from an international teaching assistant screening test
What the analytic versus holistic scoring of international teaching assistants can reveal
The Effect of Class Size Reduction on Foreign Language Learning
Korean graduate students’ self-perceptions of English skills and needs in an English-medium instruction context
An EAP Professional Development Program for Graduate Students in an English‐Medium Instruction Context
Effective Foreign Language Teaching
Principles and practice in second language acquisition
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
Does Second Language Instruction Make a Difference? A Review of Research
Second language grammar
Communicative Competence and the Dilemma of International Teaching Assistant Education
Improving the Performance of Teaching Assistants in the Multi‐Section Classroom
Rethinking Grammar and Communication
Grammar Teaching for the Acquisition‐Rich Classroom
Coming to Grips with The Culture
On Training TAs
Grammar Pedagogy in Second and Foreign Language Teaching
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
The Acquisition of ser and estar by Adult Learners of Spanish
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,36 |
| Citation span | 2001 - 2025 (25) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |