TRA CỨU
  • Bài trích
  • How secondary school students may benefit from linguistic metaconcepts to reason about L1 grammatical problems /
Tác giả CN Rijt, Jimmy H.M. van
Nhan đề How secondary school students may benefit from linguistic metaconcepts to reason about L1 grammatical problems / Jimmy H.M. van Rijt, Astrid Wijnands, Peter-Arno J.M. Coppen
Thông tin xuất bản England : Routledge, 2020
Mô tả vật lý p. 231-248
Tóm tắt In L1 grammar teaching, teachers often struggle with the students’ conceptual understanding of the subject matter. Frequently, students do not acquire an in-depth understanding of grammar, and they seem generally incapable of reasoning about grammatical problems. Some scholars have argued that an in-depth understanding of grammar requires making connections between concepts from traditional grammar and underlying metaconcepts from linguistic theory. In the current study, we evaluate an intervention aiming to do this, following up on a previous study that found a significant effect for such an approach in university students of Dutch Language and Literature (d = 0.62). In the current study, 119 Dutch secondary school students’ grammatical reasonings (N = 684) were evaluated by language teachers, teacher educators and linguists pre and post intervention using comparative judgement. Results indicate that the intervention significantly boosted the students’ ability to reason grammatically (d = 0.46), and that many students can reason based on linguistic metaconcepts. The study also shows that reasoning based on explicit underlying linguistic metaconcepts and on explicit concepts from traditional grammar is more favored by teachers and (educational) linguists than reasoning without explicit (meta)concepts. However, some students show signs of incomplete acquisition of the metaconcepts. The paper discusses explanations for this incomplete acquisition.
Đề mục chủ đề English--Linguistic reasoning
Đề mục chủ đề English--Teaching grammar
Thuật ngữ không kiểm soát Ngữ pháp
Thuật ngữ không kiểm soát Tiếng Anh
Thuật ngữ không kiểm soát Giảng dạy
Tác giả(bs) CN J.M. Coppen, Peter-Arno
Tác giả(bs) CN Wijnands, Astrid
Nguồn trích Language and Education- Volume 34, 2020 - Issue 3
Tệp tin điện tử https://doi.org/10.1080/09500782.2019.1690503
000 00000nab#a2200000ui#4500
00161507
0022
004755B8D43-1DB7-4006-8917-18C954142EDF
005202105111117
008081223s2020 vm| vie
0091 0
022 |a09500782
039|a20210511111725|btult|c20210223153240|dhuongnt|y20210223150745|zhuongnt
0410 |aeng
044 |aenk
1001 |aRijt, Jimmy H.M. van
24510|aHow secondary school students may benefit from linguistic metaconcepts to reason about L1 grammatical problems / |cJimmy H.M. van Rijt, Astrid Wijnands, Peter-Arno J.M. Coppen
260 |aEngland : |bRoutledge, |c2020
300 |ap. 231-248
520 |aIn L1 grammar teaching, teachers often struggle with the students’ conceptual understanding of the subject matter. Frequently, students do not acquire an in-depth understanding of grammar, and they seem generally incapable of reasoning about grammatical problems. Some scholars have argued that an in-depth understanding of grammar requires making connections between concepts from traditional grammar and underlying metaconcepts from linguistic theory. In the current study, we evaluate an intervention aiming to do this, following up on a previous study that found a significant effect for such an approach in university students of Dutch Language and Literature (d = 0.62). In the current study, 119 Dutch secondary school students’ grammatical reasonings (N = 684) were evaluated by language teachers, teacher educators and linguists pre and post intervention using comparative judgement. Results indicate that the intervention significantly boosted the students’ ability to reason grammatically (d = 0.46), and that many students can reason based on linguistic metaconcepts. The study also shows that reasoning based on explicit underlying linguistic metaconcepts and on explicit concepts from traditional grammar is more favored by teachers and (educational) linguists than reasoning without explicit (meta)concepts. However, some students show signs of incomplete acquisition of the metaconcepts. The paper discusses explanations for this incomplete acquisition.
65010|aEnglish|xLinguistic reasoning
65010|aEnglish|xTeaching grammar
6530 |aNgữ pháp
6530 |aTiếng Anh
6530 |aGiảng dạy
7001|aJ.M. Coppen, Peter-Arno
7001|aWijnands, Astrid
773 |tLanguage and Education|gVolume 34, 2020 - Issue 3
856 |uhttps://doi.org/10.1080/09500782.2019.1690503
890|a0|b0|c0|d0

Không có liên kết tài liệu số nào