Earticle

초록

영어

This paper delves into some aspects and issues that relate to grammar instruction in some representative language teaching approaches in the past four decades. With the advent of CLT as a turning point in ESL pedagogy, we have witnessed the decline of grammar instruction simply due to its lack of contribution to language proficiency. It is demonstrated in a host of ESL research, however, that grammar instruction still finds its vitality even in communicative instruction for enhancing learners' linguistic accuracy. Building on this exemplary evidence for the necessity of grammar instruction in language pedagogy, I argue that explicit grammar
instruction is more effective in the EFL setting, in which meaning-focused interactional activities are scanty. In addition, I suggest the use of the Internet corpus as a valuable means to provide a rich and varied context for instructed grammar structures in and out of class.

목차

I. Introduction
 II. The Place of Grammar
  1. Grammar and Communication
  2. Grammar and Language Acquisition
 III. Some Critical Comments on Communicative Instruction
  1. Immersion Programs
  2. Task-based Instruction
  3. Focus on Form vs. Forms
 IV. Teaching Grammar in EFL Context
  1. ESL vs. EFL
  2. Implicit and Explicit Knowledge
  3. Adult L2 Learners and Formal Instruction
  4. The Internet Corpus as a Context Provider
 V. Summary and Conclusion

키워드

저자

• Kang, Seung-Man [ 충북대학교 사범대학 영어교육학과 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820