東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Grammar instruction in the ESL compo...

Padrick, Kendell Rachelle.

FindBook

Google Book

Amazon

博客來

Grammar instruction in the ESL compostition classroom: Navigating the difficulties of integration.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Grammar instruction in the ESL compostition classroom: Navigating the difficulties of integration./
作者:	Padrick, Kendell Rachelle.
面頁冊數:	98 p.
附註:	Source: Masters Abstracts International, Volume: 52-05.
Contained By:	Masters Abstracts International52-05(E).
標題:	Language, Linguistics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1552406
ISBN:	9781303720635

Grammar instruction in the ESL compostition classroom: Navigating the difficulties of integration.
Padrick, Kendell Rachelle.

Grammar instruction in the ESL compostition classroom: Navigating the difficulties of integration. - 98 p.

Source: Masters Abstracts International, Volume: 52-05.

Thesis (M.A.)--San Diego State University, 2014.

This item must not be sold to any third party vendors.

The integration of grammar instruction into academic reading and writing classes is an area of difficulty for many ESL instructors. This is compounded by the various theories of second language acquisition and the different pedagogies they advocate. Furthermore, much of the pedagogical grammar literature does not discuss grammar teaching in the writing class. Despite the difficulties, it is important for ESL students to receive grammar instruction in their composition classes in order to improve their written language production in content classes. This thesis provides a possible solution to the problem of integrating grammar instruction with the teaching of academic reading/writing. The thesis examines different theories of second language acquisition and methods of grammar instruction to evaluate which may be most usefully integrated in composition classes. A selection of commonly used grammar textbooks is then reviewed in light of these methods and to provide further insight into the obstacles instructors encounter in the process of including sufficient grammar instruction in the composition class. The thesis then proposes a framework and demonstrates a sequence that is based on the current research literature, and seeks to facilitate integration of grammar instruction with content in an academic reading and writing class.

ISBN: 9781303720635Subjects--Topical Terms:

1018079
Language, Linguistics.

Grammar instruction in the ESL compostition classroom: Navigating the difficulties of integration.
LDR:02285nmm a2200289 4500 001 2056025
005 20150429102513.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303720635
035 $a (MiAaPQ)AAI1552406
035 $a AAI1552406
040 $a MiAaPQ $c MiAaPQ
100 1 $a Padrick, Kendell Rachelle. $3 3169742
245 1 0 $a Grammar instruction in the ESL compostition classroom: Navigating the difficulties of integration.
300 $a 98 p.
500 $a Source: Masters Abstracts International, Volume: 52-05.
500 $a Adviser: DEBORAH POOLE.
502 $a Thesis (M.A.)--San Diego State University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a The integration of grammar instruction into academic reading and writing classes is an area of difficulty for many ESL instructors. This is compounded by the various theories of second language acquisition and the different pedagogies they advocate. Furthermore, much of the pedagogical grammar literature does not discuss grammar teaching in the writing class. Despite the difficulties, it is important for ESL students to receive grammar instruction in their composition classes in order to improve their written language production in content classes. This thesis provides a possible solution to the problem of integrating grammar instruction with the teaching of academic reading/writing. The thesis examines different theories of second language acquisition and methods of grammar instruction to evaluate which may be most usefully integrated in composition classes. A selection of commonly used grammar textbooks is then reviewed in light of these methods and to provide further insight into the obstacles instructors encounter in the process of including sufficient grammar instruction in the composition class. The thesis then proposes a framework and demonstrates a sequence that is based on the current research literature, and seeks to facilitate integration of grammar instruction with content in an academic reading and writing class.
590 $a School code: 0220.
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, English as a Second Language. $3 1030294
690 $a 0290
690 $a 0441
710 2 $a San Diego State University. $b Linguistics. $3 3169743
773 0 $t Masters Abstracts International $g 52-05(E).
790 $a 0220
791 $a M.A.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1552406