LEADER 05536nam 2200685 450 001 9910810318503321 005 20230803212218.0 010 $a90-272-6931-9 035 $a(CKB)3710000000311893 035 $a(EBL)1882657 035 $a(SSID)ssj0001381730 035 $a(PQKBManifestationID)12585039 035 $a(PQKBTitleCode)TC0001381730 035 $a(PQKBWorkID)11438104 035 $a(PQKB)10485378 035 $a(MiAaPQ)EBC1882657 035 $a(Au-PeEL)EBL1882657 035 $a(CaPaEBR)ebr10993889 035 $a(CaONFJC)MIL680317 035 $a(OCoLC)897814649 035 $a(EXLCZ)993710000000311893 100 $a20141219h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPedagogical grammar /$fCasey M. Keck, YouJin Kim 210 1$aAmsterdam, Netherlands ;$aPhiladelphia, Pennsylavania :$cJohn Benjamins Publishing Company,$d2014. 210 4$dİ2014 215 $a1 online resource (255 p.) 300 $aDescription based upon print version of record. 311 $a1-322-49035-X 311 $a90-272-1217-1 320 $aIncludes bibliographical references and index. 327 $aPedagogical Grammar; Title page; LCC data; Table of contents; Acknowledgements; 1. Pedagogical grammar: A framework for language teachers; 2. Pedagogical grammar in applied linguistics: A historical overview; Grammar teaching's first major challenge: The Audiolingual Method; New theories of language competence: The Chomskyan revolution; Language competence: More than just grammar?; Communicative language teaching; Reconsidering the role of grammar in the L2 classroom; Making input comprehensible: The role of interaction; Researching the effectiveness of communicative classrooms 327 $aBeyond input: Pushed output and noticing in L2 developmentFocus on form in the second language classroom; Summary; Suggestions for further reading; 3. What is grammar and how can it be described?; A pedagogic framework for grammar description; Corpus linguistics and the study of language performance; Frequency-based descriptions of grammar use; A corpus-informed revolution in L2 grammar teaching?; Summary; Suggestions for further reading; 4. The lexis-grammar interface: Phraseology, collocation, and formulaic sequences; Formulaic language and grammar description 327 $aIdentifying and describing formulaic sequencesFrequency, formulae, and phraseology in second language acquisition; Summary; Suggestions for further reading; 5. Evaluating and adapting existing materials; Choosing a focus for your lesson; Evaluating the quality of textbook and website of explanations; Evaluating the quality of textbook and website practice activities; Summary; Suggestions for further reading; Recommended resources; 6. Investigating grammar use through online corpora; The behind the scenes approach; The corpora as a classroom resource approach 327 $aThe student as researcher approachExploring World Englishes and corpora of other languages; Summary; Suggestions for further reading; Recommended resources; 7. The dynamic nature of L2 learner language; Early studies of learner language: L1-L2 comparisons; Naming "the System": Selinker's concept of interlanguage; Investigating systematicity in learner language: The morpheme studies; Developmental sequences in L2 acquisition; Tense, aspect, and the lexis-grammar interface; Question formation and Teachability Hypothesis; Can learners ever skip stages? The case of relative clause acquisition 327 $aExplaining systematicity and variability in learner languageRevisiting the "target language" and the goal of near-nativeness; Summary; Suggestions for further reading; 8. Instructed L2 grammar acquisition: Six key theory-practice links; Explicit versus implicit instruction does not have to be an either-or proposition; Meaning-focused communication tasks can promote the acquisition of L2 grammar; Corrective feedback - in many forms - can make a difference; Our pedagogical choices are not always determined in advance, but in the moment 327 $aL2 learners play an important role in the L2 grammar acquisition of their peers 330 $aThis book provides a comprehensive overview of pedagogical grammar research and explores its implications for the teaching of grammar in second language classrooms. Drawing on several research domains (e.g., corpus linguistics, task-based language teaching) and a number of theoretical orientations (e.g., cognitive, sociocultural), the book proposes a framework for pedagogical grammar which brings together three major areas of inquiry: (1) descriptions of grammar in use, (2) descriptions of grammar acquisition processes, and (3) investigations of the relative effectiveness of different approach 606 $aLanguage and languages$xStudy and teaching 606 $aGrammar, Comparative and general$xStudy and teaching 606 $aCognitive grammar 606 $aApplied linguistics 615 0$aLanguage and languages$xStudy and teaching. 615 0$aGrammar, Comparative and general$xStudy and teaching. 615 0$aCognitive grammar. 615 0$aApplied linguistics. 676 $a418 700 $aKeck$b Casey M.$01663771 702 $aKim$b YouJin$c(Language teacher), 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910810318503321 996 $aPedagogical grammar$94021336 997 $aUNINA