为中学老师辩护?一位研究生教育证书导师对这场语法大辩论的反应

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH

Language Learning Journal Pub Date : 1999-06-01 DOI:10.1080/09571739985200081

Carole Gray

{"title":"为中学老师辩护?一位研究生教育证书导师对这场语法大辩论的反应","authors":"Carole Gray","doi":"10.1080/09571739985200081","DOIUrl":null,"url":null,"abstract":"This article approaches the Great Grammar Debate from the perspective of a PGCE tutor working closely with schools in a partnership course. Pressures in school to achieve good grades for the league tables militate against a long term view of language teaching and learning; however, the views of a range of teacher mentors and student teachers are analysed to demonstrate that grammar teaching is seen to be vital and that a common approach can be identified.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200081","citationCount":"3","resultStr":"{\"title\":\"In defence of the secondary teacher? A PGCE tutor's reaction to the great grammar debate\",\"authors\":\"Carole Gray\",\"doi\":\"10.1080/09571739985200081\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article approaches the Great Grammar Debate from the perspective of a PGCE tutor working closely with schools in a partnership course. Pressures in school to achieve good grades for the league tables militate against a long term view of language teaching and learning; however, the views of a range of teacher mentors and student teachers are analysed to demonstrate that grammar teaching is seen to be vital and that a common approach can be identified.\",\"PeriodicalId\":46554,\"journal\":{\"name\":\"Language Learning Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.2000,\"publicationDate\":\"1999-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/09571739985200081\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Learning Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/09571739985200081\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09571739985200081","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 3

摘要

本文从一个与学校密切合作的研究生教育证书导师的角度来探讨这场伟大的语法之争。在学校里，要在排行榜上取得好成绩的压力不利于长远的语言教学;然而，分析了一系列教师导师和学生教师的观点，以证明语法教学是至关重要的，并且可以确定一种共同的方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

In defence of the secondary teacher? A PGCE tutor's reaction to the great grammar debate

This article approaches the Great Grammar Debate from the perspective of a PGCE tutor working closely with schools in a partnership course. Pressures in school to achieve good grades for the league tables militate against a long term view of language teaching and learning; however, the views of a range of teacher mentors and student teachers are analysed to demonstrate that grammar teaching is seen to be vital and that a common approach can be identified.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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