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Declarative and procedural knowledge...

Loyet, Dianne.

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Declarative and procedural knowledge in the curricula of pedagogical grammar courses of MA TESOL programs in the United States.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Declarative and procedural knowledge in the curricula of pedagogical grammar courses of MA TESOL programs in the United States./
Author:	Loyet, Dianne.
Description:	193 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1915.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3404543
ISBN:	9781124016467

Declarative and procedural knowledge in the curricula of pedagogical grammar courses of MA TESOL programs in the United States.
Loyet, Dianne.

Declarative and procedural knowledge in the curricula of pedagogical grammar courses of MA TESOL programs in the United States. - 193 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1915.

Thesis (Ph.D.)--New York University, 2010.

Explicit grammar instruction has gone in and out of fashion as a component of English as a Second Language (ESL) classes, but pedagogical grammar courses have remained a stable requirement in the preservice preparation of ESL teachers. The goal of this research was to analyze the content of pedagogical grammar courses in MA TESOL programs in the United States to determine the degree to which these courses are consistent with current approaches to preservice teacher education such as the promotion of reflective practice and the understanding that all teaching is situated in a context. While results showed that pedagogical grammar courses focus primarily on the declarative knowledge needed to teach English grammar to non-native speakers, analysis of course descriptions, syllabi, interviews of instructors and a survey provided some evidence of reflective practice and opportunities for preservice teachers to contextualize their pedagogical grammatical knowledge.

ISBN: 9781124016467Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Declarative and procedural knowledge in the curricula of pedagogical grammar courses of MA TESOL programs in the United States.
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100 1 $a Loyet, Dianne. $3 1678710
245 1 0 $a Declarative and procedural knowledge in the curricula of pedagogical grammar courses of MA TESOL programs in the United States.
300 $a 193 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1915.
500 $a Adviser: Miriam Eisenstein Ebsworth.
502 $a Thesis (Ph.D.)--New York University, 2010.
520 $a Explicit grammar instruction has gone in and out of fashion as a component of English as a Second Language (ESL) classes, but pedagogical grammar courses have remained a stable requirement in the preservice preparation of ESL teachers. The goal of this research was to analyze the content of pedagogical grammar courses in MA TESOL programs in the United States to determine the degree to which these courses are consistent with current approaches to preservice teacher education such as the promotion of reflective practice and the understanding that all teaching is situated in a context. While results showed that pedagogical grammar courses focus primarily on the declarative knowledge needed to teach English grammar to non-native speakers, analysis of course descriptions, syllabi, interviews of instructors and a survey provided some evidence of reflective practice and opportunities for preservice teachers to contextualize their pedagogical grammatical knowledge.
590 $a School code: 0146.
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0441
710 2 $a New York University. $b Teaching and Learning. $3 1678711
773 0 $t Dissertation Abstracts International $g 71-06A.
790 1 0 $a Eisenstein Ebsworth, Miriam, $e advisor
790 1 0 $a Eisenstein Ebsworth, Miriam $e committee member
790 1 0 $a Tang, Frank L. $e committee member
790 1 0 $a Labov, Joanna $e committee member
790 $a 0146
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3404543