New Perspectives on Grammar Teaching in Second Language Classrooms (ESL and Applied Linguistics Professional Series)

Overview

New Perspectives on Grammar Teaching in Second Language Classrooms brings together various approaches to the contextualized teaching of grammar and communicative skills as integrated components of second language instruction. Its purpose is to show from both theoretical and practical perspectives that grammar teaching can be made productive and useful in ESL and EFL classrooms. In this text:
*First-rate scholars approach the teaching of grammar...

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New Perspectives on Grammar Teaching in Second Language Classrooms

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Overview

New Perspectives on Grammar Teaching in Second Language Classrooms brings together various approaches to the contextualized teaching of grammar and communicative skills as integrated components of second language instruction. Its purpose is to show from both theoretical and practical perspectives that grammar teaching can be made productive and useful in ESL and EFL classrooms. In this text:
*First-rate scholars approach the teaching of grammar from multiple complementary perspectives, providing an original, comprehensive treatment of the topic.
*Discourse analysis and research data are used to address such pedagogical areas as grammatical and lexical development in speaking, listening, reading, and writing.
*The communicative perspective on ESL and EFL instruction that is presented provides ways for learners to enhance their production skills, whereas the meaning-based grammar instruction can supplement and strengthen current methodology with a communicative focus.

This volume is intended as a foundational text for second language grammar pedagogy courses at the advanced undergraduate and master's levels.

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Editorial Reviews

Booknews
Nine international specialists contribute 12 chapters on theoretical and practical aspects of grammar teaching in ESL/EFL classrooms. Topics include ways to include grammar in the curricula and reasons for this inclusion; producing awareness of structures; the advantages of a communicative, task-based approach; ten criteria to inform spoken grammar projects; discourse-based instruction; structure-based communicative tasks within a meaning-focused context; an analysis of instructional options in current grammar textbooks; and the use of discovery tasks and authentic language. Intended as a foundational text for second language grammar pedagogy courses at the advanced undergraduate and master's levels. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780805839555
  • Publisher: Taylor & Francis
  • Publication date: 8/28/2001
  • Series: ESL & Applied Linguistics Professional Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 288
  • Sales rank: 1,416,049
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.60 (d)

Table of Contents

Contents: Preface. E. Hinkel, S. Fotos, From Theory to Practice: A Teacher's View. Part I: Grammar in Language Teaching. R. Ellis, The Place of Grammar Instruction in the Second/Foreign Language Curriculum. J.C. Richards, Accuracy and Fluency Revisited. M. McCarthy, R. Carter, Ten Criteria for a Spoken Grammar. M.C. Pennington, Grammar and Communication: New Directions in Theory and Practice. Part II: Classroom Approaches to Grammar Teaching. D. Larsen-Freeman, The Grammar of Choice. M. Celce-Murcia, Why It Makes Sense to Teach Grammar in Context and Through Discourse. S. Fotos, Structure-Based Interactive Tasks for the EFL Grammar Learner. R. Ellis, Methodological Options in Grammar Teaching Materials. E. Hinkel, Grammar Teaching in Writing Classes: Tenses and Cohesion. Part III: Research on Grammar Structures. P. Master, Relative Clause Reduction in Technical Research Articles. E. Hinkel, Why English Passive Is Difficult to Teach (and Learn).

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