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Theoretical Aspects of Teaching English Grammar

Theoretical Aspects of Teaching English Grammar

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Published by iwona_lang1968
MA THESIS ON THE SUBJECT OF TEACHING GRAMMAR AND DIFFERENT ASPECTS THEREOF
MA THESIS ON THE SUBJECT OF TEACHING GRAMMAR AND DIFFERENT ASPECTS THEREOF

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Categories:Types, Research, Science
Published by: iwona_lang1968 on Mar 20, 2010
Copyright:Attribution Non-commercial

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12/23/2012

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Table of contents
CHAPTER I: Theoretical aspects of grammar teaching............................................- 3 -1.1. The importance of grammar teaching........................................................- 3 -1.2. Attitudes towards grammar teaching.........................................................- 6 -1.2.1. Grammar in conventional teaching methods......................................- 6 -1.2.2. Grammar in unconventional teaching methods..................................- 8 -1.2.3. Grammar in Communicative Language Teaching..............................- 8 -1.2.4. Grammar as product, process and skill...............................................- 9 -1.3. Formal grammar vs. pedagogical grammar..............................................- 12 -1.4. Stages of teaching grammar....................................................................- 15 -1.4.1. Presentation.....................................................................................- 17 -1.4.2. Practice...........................................................................................- 21 -1.4.3. Production.......................................................................................- 23 -1.5. Recapitulation..............................................................................................- 25 -CHAPTER II: Reflective teaching..........................................................................- 26 -2.1. The definition of reflective teaching........................................................- 26 -2.2. The purpose of reflective teaching...........................................................- 30 -2.3. Reflective model of teacher’s professional development.........................- 32 -2.4. Self-observation techniques in reflective teaching...................................- 34 -2.5. Recapitulation.........................................................................................- 36 -CHAPTER III: Self-observation study....................................................................- 37 -3.1. Description of the self-observation study.................................................- 37 -3.2. Data presentation and analysis.................................................................- 40 -3.2.1 Use of L1 and L2.............................................................................- 41 -3.2.2 Presenting the new structure............................................................- 43 -3.2.3 The complexity of the explanations.................................................- 47 -3.2.4 Amount of teacher control during explanations................................- 50 -3.2.5 Rule repetition frequency................................................................- 52 -3.2.6 Use of teaching aids and materials...................................................- 52 -3.2.7 Use of the coursebook.....................................................................- 55 -3.2.8 Selection and sequencing of exercises.............................................- 56 -3.3. Recapitulation.........................................................................................- 59 -
 
- 2 -CHAPTER IV: Interpretation of study results and conclusions...............................- 60 -4.1 Introduction............................................................................................- 60 -4.2 Optimal solutions....................................................................................- 60 -4.2.1 Optimal use of L1 and L2................................................................- 60 -4.2.2 Optimal ways of presenting the new structure..................................- 62 -4.2.3 Optimal complexity of the explanations...........................................- 64 -4.2.4 Optimal amount of teacher control...................................................- 67 -4.2.5 Optimal rule repetition frequency....................................................- 68 -4.2.6 Optimal use of teaching aids and materials......................................- 69 -4.2.7 Optimal use of the coursebook........................................................- 70 -4.2.8 Optimal selection and sequencing of the exercises...........................- 71 -4.3 Recapitulation.........................................................................................- 73 -Appendix................................................................................................................- 74 -Bibliography..........................................................................................................- 80 -Webgraphy.............................................................................................................- 82 -Summary................................................................................................................- 83 -Streszczenie............................................................................................................- 84 -
 
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CHAPTER I: Theoretical aspects of teaching grammar 
1.1. The importance of teaching grammar 
During his primary education the author of this paper was faced with the need tolearn the rules of Polish grammar, which at that time sounded a lot like some mysteriousknowledge that his developing mind could barely comprehend and very often he had tolearn them by heart. At the same time he could use the language and communicate hisideas without any real problem, so he often asked himself a question what is the purpose of learning something that complicated if he can manage very well without it?In his young mind’s perception language consisted of words, so the important thing wasto learn them and not some abstract rules and he assumed that the same mechanismworks in case of foreign languages. It was only later that he discovered that grammarsof various languages differ and more elaborate ideas simply cannot be communicated inthe foreign language without a certain amount of knowledge of its grammar.Unfortunately, such experiences seem to be quite common among learners,resulting in their perception of grammar as something dispensable, at least in the firststages of foreign language learning. It would probably be difficult to find a teacher of English who hasn’t heard at least once a student saying that he doesn’t want to learngrammar, but how to communicate.The question is – how should the teacher actually respond to such a statement?The situation is less complicated if he agrees with it, taking a stance which can beactually supported by a number of methodologists. However, if he disagrees, how canhe convincingly explain to the learner that grammar is indispensable or at least veryuseful? The argument, based on a common knowledge, that grammar is a set of rules of language and that is why it should be learned might be insufficient. Perhaps the matter must be investigated further for us to provide any more convincing arguments. A brief inquiry into the literature concerning the topic of grammar can provide us with somedefinitions of it. One of them comes from Ur (1993):
Grammar may be roughly defined as the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning.
(Ur, 1993:4)

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can you give me the full title of you paper, you name and the year of publishing! please!!!
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