Language Learning at School and University: The Great Grammar Debate Continues (II).

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 1997-09-01 DOI:10.1080/09571739785200231

J. Klapper

引用次数: 34

Abstract

The second part of this article considers a number of theoretical and practical issues in language teaching which could help to bridge the current methodological divide and proposes a number of reforms to the way languages are currently taught in secondary schools and HE.

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语言学习在学校和大学:伟大的语法辩论继续(2)。

本文的第二部分考虑了语言教学中的一些理论和实践问题，这些问题可以帮助弥合目前的方法鸿沟，并提出了一些改革目前在中学和高等教育中教授语言的方式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.50

自引率

5.00%

发文量

期刊介绍： The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages