期刊
FOREIGN LANGUAGE ANNALS
卷 44, 期 3, 页码 467-494出版社
WILEY-BLACKWELL
DOI: 10.1111/j.1944-9720.2011.01143.x
关键词
beliefs and perceptions; grammar instruction; English as a second language teaching; French as a second language teaching; inquiry-based study
This descriptive inquity-based study targeted second language (L2) high school students' (n = 2321) and teachers' (n = 45) beliefs and perceptions about grammar instruction, specifically about grammatical accuracy, corrective feedback, and diverse forms of grammar teaching and learning. Results showed only slight discrepancies between students' and teachers' beliefs and perceptions, and very few differences according to the target language and students' gender or age. The main findings suggest that grammar instruction is perceived by both students and teachers as necessary and effective, but not as something they enjoy doing. Implications are discussed in view of the necessity to improve the teaching of L2 grammar, as students' retention rate and motivation in L2 programs may be affected by the perceived as necessmy but oh so boring learning of grammar!
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