Teaching and Research: Options in Grammar Teaching.
Teaching and Research: Options in Grammar Teaching.
复制标题
教学与研究：语法教学的选择。
DOI：
10.2307/3587901
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发表时间：
1998
期刊：
影响因子：
3.2
通讯作者：
R. Ellis
中科院分区：
文献类型：
--
作者：
R. Ellis
大量的研究已经调查了以形式为中心的教学如何有助于语言学习，但很少有人讨论如何通过这项研究提供的知识可以告知语言教学。本文综述了语法教学的四种理论依据：（a）结构化输入，（B）显性教学，（c）产出练习，（d）负反馈。鉴于很难在这项研究的基础上得出确切的结论，根据教师的实践知识和技术知识之间的区别，考虑了在教学中利用研究所提供的信息的一些可能性。这些可能性是（a）将研究结果作为临时规范，通过教学进行实验，（B）进行行动研究，（c）进行教师和研究人员合作的参与性研究。还认识到需要进行研究，调查教师如何将技术知识融入个人教学系统。
A substantial body of research has investigated how form-focussed instruction contributes to language learning, but there has been very little discussion of how the knowledge provided by this research can inform language teaching. This article reviews research that addresses how grammar can best be taught in terms of four theoretically motivated instructional options: (a) structured input, (b) explicit instruction, (c) production practice, and (d) negative feedback. Given the difficulty of reaching firm conclusions based on this research, a number of possibilities for the pedagogic utilization of the information it makes available are considered, based on the distinction between teachers' practical knowledge and technical knowledge. These possibilities are (a) treating the research findings as provisional specifications to be experimented with through teaching, (b) conducting action research, and (c) conducting participatory research involving teachers and researchers working collaboratively. The need for research that investigates how teachers integrate technical knowledge into their personal pedagogical systems is also recognized.