Playful explicitness with grammar: a pedagogy for writing
Playful explicitness with grammar: a pedagogy for writing
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有趣的明确语法：写作教学法
DOI：
10.1111/j.1741-4369.2012.00674.x
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发表时间：
2012
期刊：
影响因子：
1.3
通讯作者：
Myhill D
中科院分区：
文献类型：
--
作者：
Myhill D
语法在写作教学中的地位长期以来一直存在争议，连续的研究表明语法教学和写作成绩之间没有相关性。然而，最近的一项研究表明，当语法输入与写作教学的要求有内在联系时，对写作结果产生了显着的积极影响。该研究采用了混合方法设计，采用了大规模随机对照试验以及定性数据集，提供了有关如何实施干预的背景信息。在本文中，我们将概述支持干预的教学原则，并说明支持该方法的理论基础和实际课堂例子。我们认为，任何未来的政策或专业发展，借鉴这一研究必须考虑到这些教学原则，而不是过于肤浅地集中在语法或教学材料，其中包括他们。
The place of grammar within the teaching of writing has long been contested and successive research studies have indicated no correlation between grammar teaching and writing attainment. However, a recent study has shown a significant positive impact on writing outcomes when the grammar input is intrinsically linked to the demands of the writing being taught. The study adopted a mixed methods design with a large‐scale randomised controlled trial accompanied by a qualitative dataset, which provided contextual information about how the intervention was implemented. In this paper, we will outline the pedagogical principles that underpinned the intervention, and illustrate both the theoretical grounding and practical classroom examples that exemplify the approach. We will argue that any future policy or professional development that draws on this research must take account of these pedagogical principles, rather than focusing too superficially on either the grammar or the teaching materials which exemplify them.