Production-oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom (Second Language Learning and Teaching). Este artículo no está disponible.
Idioma: inglés
Editorial: Springer, 2012
Serie: Libro 4 de 78 - Second Language Learning and Teaching
- Tapa dura
- Nuevo
Librería: Ria Christie Collections, Uxbridge, Reino UnidoRia Christie Collections
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Vendedor de IberLibro desde 25 de marzo de 2015
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Condición: Nuevo
EUR 131,49
Descripción del artículo del vendedor
In English.
N° de ref. del artículo ria9783642208553_new
- Título
- Production-oriented and Comprehension-based Grammar Teaching in the Foreign Language Classroom (Second Language Learning and Teaching)
- Autor
- Mystkowska-Wiertelak, Anna; Pawlak, Mirosław
- Editorial
- Springer
- Año de publicación
- 2012
- Estado
- New
- Encuadernación
- Encuadernación de tapa dura
- Idioma
- inglés
- ISBN 10
- 364220855X
- ISBN 13
- 9783642208553
- Peso del artículo
- 561 gramos
- Serie
- Libro 4 de 78: Second Language Learning and Teaching
The book addresses one of the key controversies in teaching foreign language grammar, which is the utility of production-oriented instruction, as exemplified in the PPP sequence, and comprehension-based teaching, as implemented in interpretation tasks and processing instruction. It provides a thorough overview of issues related to learning and teaching grammar, with a particular focus on input-oriented approaches, and reports the findings of four studies which sought to compare their effects with instruction based on different forms of output practice. The findings serve as a basis for guidelines on how the two options can be successfully combined in the classroom
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De la contraportada
The book addresses one of the key controversies in teaching foreign language grammar, which is the utility of production-oriented instruction, as exemplified in the PPP sequence, and comprehension-based teaching, as implemented in interpretation tasks and processing instruction. It provides a thorough overview of issues related to learning and teaching grammar, with a particular focus on input-oriented approaches, and reports the findings of four studies which sought to compare their effects with instruction based on different forms of output practice. The findings serve as a basis for guidelines on how the two options can be successfully combined in the classroom
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