The place of (explicit) grammar within the methods and approaches of foreign language teaching: in the north, in the centre or on the margins?


Autoria(s): Ming Garcia, Andre Luiz
Contribuinte(s)

UNIVERSIDADE DE SÃO PAULO

Data(s)

29/10/2013

29/10/2013

02/08/2013

Resumo

This article analyzes the role that has been attributed to grammar throughout the history of foreign language teaching, with special emphasis on methods and approaches of the twentieth century. In order to support our argument, we discuss the notion of grammar by proposing a conceptual continuum that includes the main meanings of the term which are relevant to our research. We address as well the issue of "pedagogical grammar" and consider the position of grammar in the different approaches of the "era of the methods" and the current "post-method condition" in the field of language teaching and learning. The findings presented at the end of the text consist of recognizing the central role that grammar has played throughout the history of the methods and approaches, where grammar has always been present by the definition of the contents' progression. The rationale that we propose for this is the recognition of the fact that the dissociation between what is said and how it is said can not be more than theoretical and, thus, artificial.

Identificador

ONOMAZEIN, SANTIAGO, v. 46, n. 25, supl., Part 3, pp. 107-124, JUN, 2012

0717-1285

http://www.producao.usp.br/handle/BDPI/36574

Idioma(s)

spa

Publicador

PONTIFICIA UNIV CATOLICA CHILE, FAC LETRAS

SANTIAGO

Relação

ONOMAZEIN

Direitos

openAccess

Copyright PONTIFICIA UNIV CATOLICA CHILE, FAC LETRAS

Palavras-Chave #SECOND LANGUAGE TEACHING #GRAMMAR #THEORETICAL AND APPLIED LINGUISTICS #METHODS AND APPROACHES #LINGUISTICS #LANGUAGE & LINGUISTICS
Tipo

article

original article

publishedVersion