Can Students Apply Grammar Rules for Reading Textbook Explanations?  

Oleh:

SCOTT, VIRGINIA M. ; Randall, Sarah A.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Foreign Language Annals (Full Text; di PROQUEST 2004 - terbaru) vol. 25 no. 4 (Sep. 1992), page 357- 367.
Fulltext: 25_04_Scott_Randall.pdf (541.6KB)

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Perpustakaan PKBB Nomor Panggil: 405/FLA/25 Non-tandon: tidak ada Tandon: 1

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The ACTFL Proficiency Guide- lines have become a standad by which many teachers devise foreign language curricula and daily classroom procedures. Howevec for many teachers, there seems to be little guidance with regaml to the role of explicit gmmmar instruction in the proficiency-oriented classroom. Pro- ponents of proficiency-oriented instruction recognize the importance of gmmmar and ac- cumcy, yet the questions involving what kind of explicit gmmmar instruction teachers need to do in class as well as what students can do outside of class, without teacher intervention, have yet to be answered. In oder to begin answering these questions, we designed a research experi- ment to determine how well students am able to read, learn and use targeted gmrnmar structum on their own. Resultssuggest that students can learn certain kinds of linguistic structures autonomously, whereas other kinds of structum require more active teacher intervention. While these results mise further questions about ex- plicit gmmmar instruction in the proficiency- oriented classmom, they point ultimately to more effective use of class time.

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