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  • More fronted adverbials than ever before’. Writing feedback practices and grammatical metalanguage in an English primary school /
Tác giả CN Hardman, William
Nhan đề More fronted adverbials than ever before’. Writing feedback practices and grammatical metalanguage in an English primary school / William Hardman, Huw Bell
Thông tin xuất bản 2019
Mô tả vật lý p. 35-50
Tóm tắt This case study investigates writing feedback practices and their relationship to the grammar, punctuation and spelling (GPS) objectives in the 2014 National Curriculum for England, with a particular focus on grammatical metalanguage. Our data is composed of authentic examples of children’s writing in three classes at one primary school in the North-West of England over the course of almost a year. We investigate how primary-stage GPS objectives are reflected in the feedback practices of both children and teachers, and how children respond to this feedback. The findings indicate that, despite evidence of good feedback practice and useful knowledge of grammatical metalanguage among teachers and children, there is a tendency for feedback to be conducted at the surface level with a focus on metalinguistic features, sometimes at the expense of content-related concerns. We hypothesise that this is largely because of the focus on test preparation and the need to provide evidence of progress.
Đề mục chủ đề English language--Writing feedback
Thuật ngữ không kiểm soát Primary school
Thuật ngữ không kiểm soát Grammar
Thuật ngữ không kiểm soát Writing feedback
Thuật ngữ không kiểm soát Metalanguage
Thuật ngữ không kiểm soát National Curriculum for England
Tác giả(bs) CN Bell, Huw
Nguồn trích Language and education- Vol. 33-No1/2019
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24510|aMore fronted adverbials than ever before’. Writing feedback practices and grammatical metalanguage in an English primary school / |cWilliam Hardman, Huw Bell
260|c2019
300|ap. 35-50
520|aThis case study investigates writing feedback practices and their relationship to the grammar, punctuation and spelling (GPS) objectives in the 2014 National Curriculum for England, with a particular focus on grammatical metalanguage. Our data is composed of authentic examples of children’s writing in three classes at one primary school in the North-West of England over the course of almost a year. We investigate how primary-stage GPS objectives are reflected in the feedback practices of both children and teachers, and how children respond to this feedback. The findings indicate that, despite evidence of good feedback practice and useful knowledge of grammatical metalanguage among teachers and children, there is a tendency for feedback to be conducted at the surface level with a focus on metalinguistic features, sometimes at the expense of content-related concerns. We hypothesise that this is largely because of the focus on test preparation and the need to provide evidence of progress.
65014|aEnglish language|xWriting feedback
6530|aPrimary school
6530|aGrammar
6530|aWriting feedback
6530|aMetalanguage
6530|aNational Curriculum for England
7001|aBell, Huw
7730 |tLanguage and education|gVol. 33-No1/2019
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