Wie denken Lehrer*innen über (das Unterrichten von) Musiktheorie?

Teaching music theory is an essential, yet a barely researched part of music education in secondary schools. This paper examines the expert knowledge of Bavarian teachers regarding this subject After discussing the background and the methodology of this study the differences among the music teachers' understanding of "music theory" are illustrated with three examples: While all three interviewees agree that music theory is a set of specific knowledge, they differ by a) locating it in the non-practical, b) connecting it with practical applications or c) isolating it as knowledge, that, at first, has to be learned in isolation. These conceptions of music theory can be understood as intrinsically connected with didactic assumptions and are founded in the teachers' biographies. (DIPF/Orig.)

Elmar Schwinger: Literarische Erziehung und Gymnasium. Zur Entwicklung des bayerischen Gymnasiums in der Ära Niethammer/Thiersch. Mit einem Geleitwort von A. Reble. (Würzburger Arbeiten zur Erziehungswissenschaft. Bd. 18.) Bad Heilbrunn: Klinkhardt 1988 [Rezension]

Rezension von: Elmar Schwinger: Literarische Erziehung und Gymnasium. Zur Entwicklung des bayerischen Gymnasiums in der Ära Niethammer/Thiersch. Mit einem Geleitwort von A. Reble. (Würzburger Arbeiten zur Erziehungswissenschaft. Bd. 18.) Bad Heilbrunn: Klinkhardt 1988. 452 S.

Configuración de la interfaz discurso-gramática en el lenguaje del profesor de preescolar en el aula ILE : presentación de una red sistémica como herramienta para un análisis sistemático de las funciones reguladoras. Modelling the discourse-grammar interface of ELF pre-school teacher talk (native and non-native) : proposal of a system network enabling the systematic analysis of regulatory functions.

Esta investigación pretende alcanzar dos objetivos. Cubrir el vacío existente en los estudios de las funciones comunicativas del habla de profesores, en este caso de inglés como Lengua Extranjera (ILE) destinado a nivel preescolar, y configurar una interfaz discurso-gramática de las funciones reguladoras del lenguaje.. En primer lugar, para lograr un análisis discursivo-semántico, en este trabajo se diseña la Red Sistémica de Funciones Reguladoras, RSFR, una herramienta que resume las diferentes opciones discursivo-semánticas de los contextos de las funciones reguladoras. A continuación, se analizan los datos en el estrato léxico-gramatical para facilitar conclusiones sobre la relación función-realización formal. Por último se exponen las similitudes y diferencias en la producción lingüística de las funciones reguladoras entre profesores nativos y no nativos.. Las aportaciones más destacadas de esta investigación son cuatro: hacer posible un estudio sistemático del significado mediante el diseño de una herramienta; la propuesta de una taxonomía de funciones reguladoras; el análisis de la dependencia entre las funciones reguladoras, y sus realizaciones lingüísticas; y las diferencias encontradas en la comparación del discurso del profesor nativo y no-nativo..

The Construction of grammar concepts at secondary school

In this study we make a general research question [1] and two specific ones [2] i [3]: [1] How can we establish a new model for teaching and learning grammar? [2] How metalinguistic knowledge is built within this model? [3] How can we elaborate an analysis model for exploring grammar knowledge?

Consciousness-raising tasks versus deductive approach : two form-focused instruction types in teaching grammar to Iranian high school EFL learners

Consciousness-raising (CR) task is a new way of teaching grammar developed in communicative contexts although little has been written on the effectiveness of CR tasks in EFL setting. The present study is an attempt to investigate the impact of CR tasks in Iranian EFL setting by comparing them with deductive, grammar lessons common in the Iranian schools. The subjects of this study were 80 EFL pre-university male students who were randomly assigned to an experimental group and a control one. The control group received three ordinary teacher-fronted, deductive lessons, a common way of teaching methodology in Iran, on three grammatical structures (adverb placement, indirect object placement and the use of relative clause). The experimental group, however, was treated with three ‘consciousness-raising’ (CR) tasks dealing with the same target structures. The results showed that in the short-run, CR tasks were as effective as deductive approach in promoting the learners’ grammatical knowledge while in the long-run, the CR group maintained their gains more effectively than the deductive group. The conclusion is that CR tasks can function more effectively than deductive approach if the following conditions are met: (a) performing the consciousness-raising tasks in learners’ L1; (b) providing the learners with feedback whenever they encounter a problem in solving the tasks; (c) grouping the learners in such a way that at least one learner in each group would be more proficient than the other members to help the less proficient ones understand and discover the rules more effectively.

A German grammar for schools and colleges : based on the Public school German grammar of A.L. Meissner /

Includes "German Handwriting [Schrift]: [10] p. at end.

An English school grammar : with very copious exercises, and a systematic view of the formation and derivation of words, comprising Anglo-Saxon, Latin, & Greek lists, which explain the etymology of above seven thousand English words /

Mode of access: Internet.

Grammatic guide, or, Common school grammar /

Publisher's advertisements: [1] p. at end of vol.

An English school grammar

Mode of access: Internet.

The common school grammar ... being a practical introduction to English grammar, with illustrative engravings; designed for preparatory schools,

Mode of access: Internet.

A new English grammar of school grammars; with composition, derivation, analysis of sentences, and history of the language; also copious exercises and questions for examination.

Mode of access: Internet.

The Advanced grammar of school-grammars; with word-building, derivation, composition, analysis of sentences, and history of the language.

Mode of access: Internet.

A sequel to the Common school grammar; containing, in addition to other materials and illustrations, notes and critical remarks on the philosophy of the English language; and explaining some of its most difficult idiomatic phrases. Designed for the use of the first class in common schools.

Mode of access: Internet.

Common school grammar. Easy lessons in etymology and syntax.

Mode of access: Internet.

A common-school grammar of the English language /

Includes index.