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Record identifier : 564346
Personal Name - Primary Intelectual Responsibility : Saedi, Khashayar
Title and statement of responsibility : A critical / constructivist approach to explicit grammar instruction and its effect on academic students' writing ability [Thesis]/خشایار سعیدی;supervisor: Dr. M. Nowruzi;advisor: Dr. S. A. Miremadi
Publication, Distribution,Etc. : , July 1999
Language of the Item : eng
Internal Bibliographies/Indexes Note : bibliographical P. 94-98
Dissertation of thesis details and type of degree : Master of Arts(M.A)
Body granting the degree : , College of Persian Literature and Foreign Languages Allameh Tabatabaei
Summary or Abstract : Many foreign language teachers hold traditional beliefs about explicit grammar instruction that are no larger supported by current research in linguistics and second language acquisition. In particular many teachers wedded to traditional methods of grammar instruction resist learner centered or constructivist approaches to learning. These teachers persist in their beliefs that the sequence of a grammatical fasion from a given language and that communicative skills and metalinguistic awareness can be taught adequately through teacher explanation of grammtical rules, Followed by mechanical drills and an occasional communicative exercise. With its emphasis on output practice, a taditional approach to grammar instruction ignores the crucial role of input in second language acquisition, because the deffinition of input is limited to meaning bearing input, language that the learner hears or sees that is used to communicate a message. Thus, in traditional instruction learners practice a from or structure. Thus, in traditional instruction learners practice a from or structure, but they are not getting the input that is needed to construct the mental reprasentation of the structure itself..
Uncontrolled Subject Terms : Zone of Proximal Development(ZPD)
: Constructivism
: Cognition
: Traditional Grammar Instruction
: Critical Thinking
: Communicative Language Teaching
: Focus on Form
: Focus on Meaning
: Processing Approaches to Grammar Instruction
: Problem - Solving Learning
: Grammaticization
: Structured Input Activities
: Academic Environment
: Educated Thinkers
: Intersubjectivity
: Cognitive Apprenticeship
: Accumulation of Entities
Information of biblio record : TL
 
 
 
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