Assessing Grammar Teaching Methods Using a Metacognitive Framework.
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| Title: | Assessing Grammar Teaching Methods Using a Metacognitive Framework. |
|---|---|
| Language: | English |
| Authors: | Burkhalter, Nancy |
| Source: | Journal of Teaching Writing. 1996 15(2):259-283. |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 1996 |
| Document Type: | Guides - Classroom - Teacher Journal Articles Reports - Evaluative |
| Descriptors: | Cognitive Style, Elementary Secondary Education, English Instruction, Grammar, Induction, Instructional Effectiveness, Metacognition, Sentence Combining, Teaching Methods, Traditional Grammar |
| ISSN: | 0735-1259 |
| Abstract: | Discusses acquiring knowledge implicitly, versus explicitly, as it relates to learning grammar. Codifies three grammar-teaching methods (traditional grammar, sentence combining, and the functional/inductive approach) by plotting them on a metacognitive model of language skills that examines analyzed knowledge and cognitive control. Shows how this approach can help decide which methods are appropriate for which students. (SR) |
| Journal Code: | CIJAUG1999 |
| Entry Date: | 1999 |
| Accession Number: | EJ577157 |
| Database: | ERIC |
| Abstract: | Discusses acquiring knowledge implicitly, versus explicitly, as it relates to learning grammar. Codifies three grammar-teaching methods (traditional grammar, sentence combining, and the functional/inductive approach) by plotting them on a metacognitive model of language skills that examines analyzed knowledge and cognitive control. Shows how this approach can help decide which methods are appropriate for which students. (SR) |
|---|---|
| ISSN: | 0735-1259 |
