We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation.
- Authors
Paesani, Kate
- Abstract
The article focuses on an approach to explicit grammar instruction that uses literary texts as comprehensible, meaning-bearing input. It employs strategies from the teaching of grammar and the teaching of reading, literary texts serve as the basis of the inductive presentation of new grammatical forms and as a springboard for communicative practice of these forms after explicit instruction. A great deal of research in foreign language methodology has addressed the role of grammar instruction in the communicative classroom, focusing in particular on the debate regarding implicit versus explicit instructional strategies. Proponents of implicit grammar instruction have argued that learners acquire language naturally when provided with sufficient comprehensible input, and do not require any explicit focus on form. Proponents of explicit grammar instruction have argued that direct teacher explanation of forms is essential for successful acquisition. The article suggests that some form of explicit grammar instruction does indeed have its place in the foreign language classroom.
- Subjects
GRAMMAR; EDUCATION; COMPREHENSION (Theory of knowledge); LITURGY &; literature; LANGUAGE &; languages; TEACHING
- Publication
Foreign Language Annals, 2005, Vol 38, Issue 1, p15
- ISSN
0015-718X
- Publication type
Article
- DOI
10.1111/j.1944-9720.2005.tb02449.x