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Teaching grammar in context

Author: Constance Weaver
Publisher: Portsmouth, NH : Boynton/Cook Publishers, ©1996.
Edition/Format:   Print book : EnglishView all editions and formats
Database:WorldCat
Summary:
With Teaching Grammar in Context, Weaver extends her philosophy by offering teachers a rationale and practical ideas for teaching grammar not in isolation but in the context of writing. She begins by introducing some common meanings of "grammar" and provides a historical overview of traditional reasons for teaching grammar as a school subject. After examining those reasons, she questions them, citing decades of  Read more...
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Additional Physical Format: Online version:
Weaver, Constance.
Teaching grammar in context.
Portsmouth, NH : Boynton/Cook Publishers, ©1996
(OCoLC)681832986
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Constance Weaver
ISBN: 0867093757 9780867093759
OCLC Number: 33862316
Description: xiv, 288 pages : illustrations ; 24 cm
Contents: Grammar and the teaching of grammar --
Teaching grammar: reasons for, evidence against --
Acquiring grammatical competence --
Toward a perspective on error --
Reconceptualizing the teaching grammar --
Learning theory and the teaching of grammar.
Responsibility: Constance Weaver.

Abstract:

With Teaching Grammar in Context, Weaver extends her philosophy by offering teachers a rationale and practical ideas for teaching grammar not in isolation but in the context of writing. She begins by introducing some common meanings of "grammar" and provides a historical overview of traditional reasons for teaching grammar as a school subject. After examining those reasons, she questions them, citing decades of research that suggests that grammar taught in isolation has little, if any, effect on most students' writing. To lay the groundwork for a more effective approach, Weaver considers how preschoolers learn the basic structures of their native language and how second-language grammar is acquired. She goes on to suggest a research-based perspective on the concept of error and on the writing "errors" our students make. Equally useful is Weaver's examination of the aspects of grammar on which we might focus as we guide our students in writing and revising sentences and in editing selected pieces. Her final chapter addresses the teaching of grammar from the perspective of learning theory. Teaching Grammar in Context fills a long-standing gap in the literature on teaching writing. It will prove invaluable to all practicing and preservice teachers, especially those at the middle and high school levels, were grammar is taught most intensively.

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