Holistic Grammar Through Socratic Questioning
Bibliographic Data
| ID | 8938099 |
|---|---|
| Authors | Annie K Koshi (City College, corresponding author) |
| Year | 1996 |
| Volume | 29 |
| Issue | 3 |
| Pages | 403-414 |
| Publication date | 1996-10-01 |
| 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.1944-9720.1996.tb01252.x |
| OpenAlex | W2105868226 |
| Language | EN |
| Citations received | 1 |
| References cited | 37 |
When teaching grammar to second language (SL) learners, teachers should take the new direction of aiming at grammatical consciousness‐raising. One way to achieve this is to have learners discover grammar rules inductively, the teacher's job being to facilitate this grammar discovery process by providing appropriate techniques. Socratic questioning is an effective technique for facilitating the discovery process. This article discusses an approach that uses Socratic questioning to instill grammar awareness in advanced, academically bound SL learners. The article begins with a short review of the recent controversy of natural vs. formal (conscious vs. unconscious) teaching/learning of language forms. The second part discusses the theoretical framework of the approach. The third part explains the pedagogical concepts on which the approach is based. The final part examines the approach in detail. The approach will help learners look at the study of grammar as a means to receive and share information–the purpose of academic language learning. Language is presented holistically–as whole‐pieces–in the form of reading materials, not in isolated sentences. Paying selective attention to specific structural features in the reading material, students answer higher order, critical thinking (Socratic) questions, which help them discover relevant grammatical rules inductively. The outcome is grammar awareness, which will help learners extend their grammar learning beyond the classroom
Emergent grammar · Epistemology · Grammar · Linguistics · Mathematics education · Natural (archaeology · Reading (process · Socratic method · Socratic questioning · Traditional grammar · Computer Science · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Pedagogical Descriptions of Language
Discourse Analysis and Grammar Instruction
Principles and practice in second language acquisition
Controlled and automatic human information processing
Interlanguage
Controlled and automatic human information processing
The input hypothesis
Comprehension versus Acquisition
Consciousness-raising and Universal Grammar
Consciousness Raising and Noticing through Focus on Form
Consciousness-Raising and the Second Language Learner1
Consciousness-Raising and the Second Language Learner
On the Relationship Between Knowing and Using Linguistic Forms
The Role of Consciousness in Second Language Learning1
On the relationship between knowing and using linguistic forms1
Does Second Language Instruction Make a Difference? A Review of Research
Second language grammar
Second language acquisition and second language learning
Conscious" versus "Unconscious" Learning
The Structural Syllabus and Second Language Acquisition
Communicating about Grammar
Tuning in on ‘Prime Time’
Can Students Apply Grammar Rules After Reading Textbook Explanations
Grammar Pedagogy in Second and Foreign Language Teaching
Awareness and Second Language Acquisition
The Postmethod Condition
The Monitor Model
Explicit and Implicit Judgements of L2 Grammaticality
Restructuring or Automaticity? Reading in a Second Language
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.03 |
| Citation span | 1997 - 1997 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |