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Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching ...
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From grammar to reading ; A study on referential dependencies
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The Inadequate Use of Confirmatory Factor Analysis in Second Language Acquisition Validation Studies
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In: Studies in Applied Linguistics & TESOL, Vol 19, Iss 2 (2019) (2019)
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From grammar to reading: a study on referential dependencies
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In: Bellaterra: journal of teaching and learning language and literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 ; Bellaterra Journal of Teaching & Learning Language & Literature; Vol. 12, Núm. 2 (2019): Juny/Juliol 2019: Monogràfic; p. 60-77 (2019)
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From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 34, n. 4 (2018) ; 1678-460X ; 0102-4450 (2019)
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Abstract:
The goal of this paper is to discuss representations about grammarteaching of Portuguese L1 teachers. It draws on the exploratory studydesigned to identify the invariants and divergences in self-perceptionsabout L1 grammar teaching of trainees in different training situations:in-service teachers, pre-service teachers and bachelor’s students. Thestudy focus on student’s and teacher’s acknowledgment of the PortugueseL1 Curriculum (Reis et al. 2009), which conveys a clear paradigm changein Portuguese language education, assuming that grammar teaching isbased upon language awareness development.The results show an evident gap between students and teachers in whatconcerns the familiarity with the Portuguese L1 Curriculum and teachingstrategies. However, some puzzling convergent points are the importanceattributed to grammar and poor linguistics background. The resultsanalysis draws attention to the relationship between teacher cognitionand practice, highlighting fragilities in teacher education and potentialconceptual changes that may lead to effective changes in classroompractices.
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Keyword:
Grammar Teaching; Explicit Knowledge of Language; Language Teacher Cognition; Portuguese L1 Teaching.
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URL: http://revistas.pucsp.br/delta/article/view/40939
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| 6 |
From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar
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Implicit and Explicit Knowledge of a Multiple Interface Phenomenon: Differential Task Effects in Heritage Speakers and L2 Speakers of Spanish in The Netherlands
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In: Languages ; Volume 3 ; Issue 3 (2018)
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Eliciting teachers’ understanding and their reported practices on school-based formative assessment: Methodological challenges
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 1, Pp 158-166 (2018) (2018)
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Desenvolver o conhecimento sintático explícito no 1.º ciclo do ensino básico
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Language and internal states: A long developmental history at different levels of functioning.
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In: Rivista di Psicolinguistica applicata /Journal of Applied Psycholinguistic ; https://halshs.archives-ouvertes.fr/halshs-00413314 ; Rivista di Psicolinguistica applicata /Journal of Applied Psycholinguistic, 2009, IX (3), pp 9-27 (2009)
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| 11 |
From Initial Education to Portuguese L1 Classroom: conceptions about teaching and learning grammar
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 34, Iss 4, Pp 1019-1043
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