— [http://goo.gl/oNpprq] Playful explicitness with grammar: a pedagogy for writing_______________________Debra Myhill, Susan Jones, Annabel Watson and Helen Lines.
:: RT: One challenge ▶ http://goo.gl/pCTQ10 ◀ confronting any researcher of grammar is the multiplicity of meanings and connotations that the word ["grammar"] evokes. ↠ #Education #Pedagogy #Grammar #Writing #Linguistics #ContextualUnderstanding
The place of grammar within the teaching of writing has long been contested and successive research studies have indicated no correlation between grammar teaching and writing attainment. However, a recent study has shown a significant positive impact on writing outcomes when the grammar input is intrinsically linked to the demands of the writing being taught.
Professor Debra Myhill is winner of the 'Outstanding Impact in Society' category of the ESRC Celebrating Impact Prize 2014. The ESRC Celebrating Impact Prize recognises and rewards the successes of ESRC-funded researchers achieving outstanding economic and societal impacts.
Professor Debra Myhill is winner of the 'Outstanding Impact in Society' category of the ESRC Celebrating Impact Prize 2014. The ESRC Celebrating Impact Prize recognises and rewards the successes of ESRC-funded researchers achieving outstanding economic and societal impacts.
— In this study, they began by clarifying their theoretical conceptualization of grammar in order to develop appropriate pedagogical practices through which to make connections between grammar and writing ::
"Playful explicitness with grammar: a pedagogy for writing," by Debra Myhill, Susan Jones, Annabel Watson and Helen Lines, 2013, PDF ::
Click here or reload the Webpage.
REFERENCES :
• [1] MYHILL, D. A. (2011a) ‘Grammar for designers: how grammar supports the development of writing’, in S. Ellis, E. McCartney and J. Bourne (Eds.) Insight and Impact: Applied Linguistics and the Primary School. Cambridge: Cambridge University Press, pp. 81–92.
• [2] MYHILL, D. A. (2011b) ‘The ordeal of deliberate choice: metalinguistic development in secondary writers’, in V. Berninger (Ed.) Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. New York: Psychology Press/Taylor Francis Group, pp. 247–274.
• [3] MYHILL, D. A. and JONES, S. M. (2011) ‘Policing grammar: the place of grammar in literacy policy’, in A. Goodwyn and C. Fuller (Eds.) The Literacy Game. London: Routledge, pp. 45–62.
• [4] MYHILL, D. A., JONES, S. M., LINES, H. and WATSON, A. (2012) Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27.2, pp. 139–166.
• [1] MYHILL, D. A. (2011a) ‘Grammar for designers: how grammar supports the development of writing’, in S. Ellis, E. McCartney and J. Bourne (Eds.) Insight and Impact: Applied Linguistics and the Primary School. Cambridge: Cambridge University Press, pp. 81–92.
• [2] MYHILL, D. A. (2011b) ‘The ordeal of deliberate choice: metalinguistic development in secondary writers’, in V. Berninger (Ed.) Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. New York: Psychology Press/Taylor Francis Group, pp. 247–274.
• [3] MYHILL, D. A. and JONES, S. M. (2011) ‘Policing grammar: the place of grammar in literacy policy’, in A. Goodwyn and C. Fuller (Eds.) The Literacy Game. London: Routledge, pp. 45–62.
• [4] MYHILL, D. A., JONES, S. M., LINES, H. and WATSON, A. (2012) Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27.2, pp. 139–166.
Comentario » Comments »»» Blogger Facebook Disqus