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- Title
¿CUÁNDO ENSEÑAR LA GRAMÁTICA? PERCEPCIONES DE ESTUDIANTES DE PROFESORADO DE INGLÉS COMO LENGUA EXTRANJERA.
- Authors
López Casoli, Marina
- Abstract
This investigation studies the perceptions of Argentine college students regarding when they think best to receive grammar instruction in the English as a foreign language (efl) class, whether before, during, or after the communicative practice. For this study, a group of first-year students in the English Teacher Training Program at a public university in Argentina, completed a questionnaire on their opinion as to when to learn grammar. This investigation is based on Spada and Lightbown's (2008) distinction between isolated form-focused instruction (ffi) and integrated ffi. While both types of instruction occur in a communicative classroom context, isolated ffi takes place separated from the communicative practice whereas integrated iff happens during the communicative practice. This study seeks to find out students' perceptions and to analyze if these are compatible with the current theoretical views that indicate that integrated iff is more effective than isolated iff. Results show that students prefer integrated ffi more than isolated ffi, which is in line with the theoretical views that highlight the relevance of integrating grammar instruction into the communicative practice.
- Subjects
ARGENTINA; STUDENT attitudes; TRAINING of student teachers; ENGLISH as a foreign language; ENGLISH grammar; FOREIGN language education; CLASSROOMS
- Publication
UCMaule - Revista Académica de la Universidad Católica del Maule, 2021, Issue 61, p53
- ISSN
0717-2656
- Publication type
Article
- DOI
10.29035/ucmaule.61.53