The teaching of grammar revisitedlistening to the learners' voice

  1. Palacios Martínez, Ignacio M.
Revista:
VIAL, Vigo international journal of applied linguistics

ISSN: 1697-0381

Ano de publicación: 2007

Número: 4

Páxinas: 135-150

Tipo: Artigo

Outras publicacións en: VIAL, Vigo international journal of applied linguistics

Referencias bibliográficas

  • Aarts, B. 1997. English Syntax and Argumentation. Houndmills, Hampshire: Macmillan, 2001.
  • Bacon, S. and Finneman, M. D. 1990. “A Study of the Atttitudes, Motives, and Strategies of University Foreign Language Students and their Disposition to Authentic Oral and Written Input”. Modern Language Journal 7/4: 457-492.
  • Biber, D, Johansson, S., Leech, G.,Conrad, S. and Finegan, E.. 1999. The Longman Grammar of Written and Spoken English. London: Longman.
  • Castro, J. 1992. A Profile of the Motivation of Spanish Pre-University Students in the Learning of English. Alicante: Departamento de Filología Inglesa de la Universidad de Alicante.
  • Chalker, S. 1994. “Pedagogical Grammar: Principles and Problems”. In Bygate, M., Tonkyn A. and Williams, E. (eds.) Grammar and the Language Teacher. Hemel Hempstead: Prentice Hall, 31-44.
  • Downing, A and P. Locke. 1994. A University Course in English Grammar. New York: Prentice Hall, 2002.
  • Dubin, F, and E. Ohlstain. 1986. Course Design. Developing Programs and Materials for Language Learning. Cambridge: Cambridge University Press.
  • Ellis, R. 1992. Second Language Acquisition and Pedagogy. Philadephia, Adelaide: Multilingual matters.
  • Granger, S. 1998. Learner English on Computer. London and New York: Longman
  • Granger, S. and C. Tribble. 1998. “Learner Corpus Data in the Foreign Language Classroom: Form-focused Instruction and Data-driven Learning, in Granger, Sylviane. (ed.) Learner English on Computer. London and New York: Longman, 119-131.
  • Halliday, M. A. K. 1985. Introduction to Functional Grammar. London and New York: Arnold, 1994.
  • Harmer, J. 1987. Teaching and Learning Grammar. London: Longman. Horwitz, E. 1988. “The Beliefs about Language Learning of Beginning
  • University Foreign Language Students”. Modern Language Journal 72/3: 283-294. Huddleston, R. 1984. An Introduction to the Grammar of English. Cambridge:
  • Cambridge University Press. _____. 1988. English Grammar. An Outline. Cambridge: Cambridge
  • University Press. _____ and Pullum, G.K.. 2002. Cambridge Grammar of the English Language.
  • Cambridge: Cambridge University Press. Krashen, S. 1982. Principles and Practice in Second Language Acquisition.
  • Oxford: Pergamon. James, C. 1994. “Explaining Grammar to its Learners”. In Bygate, M.,
  • Tonkyn, A. and Williams, E. (eds.). Grammar and the Language Teacher. Hemel Hempstead: Prentice Hall, 203-214.
  • Nunan, D. 1988. The Learner-centred Curriculum. Cambridge: Cambridge University Press.
  • Palacios, I. 1994. La enseñanza del inglés en España a debate. Perspectivas de profesores y alumnos. Universidad de Santiago: Universidad de Santiago.
  • Palacios, I. 1999. “El desarrollo de la competencia comunicativa a través de la enseñanza de la gramática”, in Salaberri, S. (ed.) Lingüística Aplicada a la enseñanza del inglés. Almería: Universidad de Almería, 479-530.
  • Pérez Martín, M.C. 1995. “Linguistic and Communicative Competence”, in Maclaren, N. and Madrid, D. (eds.) A Handbook for TEFL. Alcoy: Marfil, 313-343.
  • Pica. T. 1984. “L1 Transfer and L2 Complexity as Factors in Syllabus Design”. TESOL Quarterly 18/4: 639-704.
  • Prabhu, N. S. 1987 Second Language Pedagogy. Oxford: Oxford University Press.
  • Quirk, R, G. Leech. J. Svartvik and S. Greenbaum. 1985. A Comprehensive Grammar of English. London and New York: Longman.
  • Ruin, I. 1996. Grammar and the Advanced Learner. On Learning and Teaching a Second Language. Acta Universitatis Upsaliensis: Uppsala.
  • Rutherford, W.E. 1987. Second Language Grammar: Learning and Teaching. London and New York: Longman.
  • Scott, M. 2001. “Language Awareness and the Teacher: Why is LA Important for Language Teaching?”, in Lasagabaster, D. and Sierra, J.M. (eds.). Language Awareness in the Foreign Language Classroom. Vitoria: Servicio de Publicaciones del País Vasco, 23-35.
  • Sharwood-Smith, M. 1981. “Consciousness-raising and the Second and the Second Language Learner”. Applied Linguistics 2/2 (reprinted in Rutherford and Sharwood-Smith (eds.) 1988. Grammar and Second Language Teaching. New York: Newbury House.)
  • Tribble, C. and G. Jones. 1990. Concordances in the Classroom. London: Longman.
  • Ur, P. 1988. Grammar Practice Activities. A Practical Guide for Teachers. Cambridge: Cambridge University Press.
  • van Baalen, T. 1983. “Giving Learners Rules: A Study into the Effect of Grammatical Instruction with Varying Degrees of Explicitness”. Interlanguage Studies Bulletin 7/1: 71-101.
  • White, R. V. 1988. The ELT Curriculum. Oxford: Basil Blackwell.
  • Williams, E. 1994. “English Grammars and the Views of English Teachers”, in Bygate, M, Tonkyn, A. and Williams, E. (eds.). Grammar and the Language Teacher. Hemel Hempstead: Prentice Hall, 105-118.
  • Willis, D. and Willis, J. 1996. Challenge and Change in Language Teaching. Oxford: Heinemann.
  • Zhou, Y. P. 1991. “The Effects of Explicit Instruction on the Acquisition of English Grammatical Structures by Chinese Learners in James, C. and Garret, P. (eds.) Language Awareness in the Classroom. Harlow: Longman, 254-277.