CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O presente trabalho tem como objetivo discutir o ensino de gramÃtica na escola, especificamente propondo abordagens para o ensino-aprendizagem da transitividade nas aulas de lÃngua portuguesa no Ensino Fundamental. Em alguns compÃndios da lÃngua portuguesa, o assunto à tratado como regÃncia, em outros, como transitividade e, ainda, como predicaÃÃo verbal. Com base nas contribuiÃÃes apontadas por Neves (2002, 2006) e Nogueira (2005, 2010), entre outros autores, pesquisamos o assunto sob a Ãtica da linguÃstica funcional, para verificar se as teorias funcionalistas podem inspirar uma contribuiÃÃo para o entendimento de certos pontos discutidos e ainda obscuros sobre os conceitos e classificaÃÃes propostos pela gramÃtica tradicional. O trabalho parte de uma pesquisa bibliogrÃfica para elaboraÃÃo e posterior aplicaÃÃo de uma proposta de sequÃncia de atividades numa abordagem funcionalista. Essa pesquisa realizou-se a partir de comparaÃÃes feitas entre as gramÃticas tradicionais, gramÃticas escolares da atualidade, livros didÃticos adotados atualmente nas escolas, assim como o que dizem os documentos oficiais sobre o ensino de gramÃtica. AlÃm disso, abordamos o tema transitividade no funcionalismo linguÃstico e apontamos as contribuiÃÃes de teorias funcionalistas para o ensino da transitividade verbal. Foi possÃvel confirmar a hipÃtese de que o ensino-aprendizagem da transitividade verbal, entendida a partir da construÃÃo da predicaÃÃo segundo uma orientaÃÃo funcionalista, isto Ã, relacionando esse conteÃdo programÃtico com a produÃÃo e interpretaÃÃo de sentidos do texto, contribui para a ampliaÃÃo da competÃncia discursiva dos alunos do oitavo ano do Ensino Fundamental de uma escola pÃblica de CrateÃs-CE. / This work has the objective to discuss the grammar teaching in school, specifically addressing how the teaching and learning of transitivity have been taken to the Portuguese language classes in primary education in public schools. The importance of the subject is given by the fact that the same finding divergence from the field of study in which it is inserted. In some textbooks of the Portuguese language, it is treated as regency, in others as transitivity as well as verbal predication. These differences have led us to research the subject from the perspective of functional linguistics to see if this approach had contribution in ways that could settle certain points discussed and still unclear on the concepts and classifications proposed by traditional grammar. The work is of bibliographical, but with the presentation of a proposal for activities sequence in a functionalist approach and took place from comparisons made between traditional grammars school of today grammars, textbooks adopted today in schools, as well as what they say the official documents of the grammar school. In addition, we address the issue in the linguistic functionalism vision and aim the contributions of functionalist theories for teaching verbal transitivity.

I denna studie undersöks om styrdokument och läromedel korrelerar i sättet att se på grammatik i kursen Svenska 2 på gymnasiet, med utgångspunkt i begreppen funktionell respektive formell grammatikundervisning. Svenskämnets syfte, kunskapskrav och kommentarsmaterial tillsammans med grammatikavsnitten i läromedlen Svenska rum 2 och Svenska impulser 2 undersöks genom en kvalitativ innehållsanalys. Den teoretiska utgångspunkten är en begreppsdefinition av funktionell och formell grammatik som innefattar sex olika kriterier för varje begrepp. I resultatet framkommer att styrdokumenten ger uttryck för ett mer funktionellt perspektiv på grammatik, medan läromedlet Svenska rum 2 ger uttryck för ett formellt perspektiv på grammatik. Läromedlet Svenska impulser 2 har både ett funktionellt och formellt perspektiv på grammatik. Det finns en formell grund men läromedlet innehåller flera funktionella ansatser, därför har läromedlets grammatikavsnitt tolkats som mer funktionell än formell. Slutsatsen som kan dras är således att Svenska impulser 2 kan anses korrelera med styrdokumenten, trots att de funktionella aspekterna skulle kunna utvecklas ytterligare. Styrdokumenten kan dock inte anses korrelera med grammatikavsnittet i Svenska rum 2 efter begreppet funktionell grammatik. / This essay aims to examine whether or not the syllabi and teaching materials correlate in their views on grammar in the upper secondary school course Swedish 2, in regards to functional and formal grammar teaching. The aim of the subject, knowledge requirements and commentary materials, as well as the grammar sections of the teaching materials Svenska rum 2 and Svenska impulser 2, are examined through a qualitative text analysis. The theoretical assumption for the study is based on a definition of the concepts of functional and formal grammar, where each concept is defined by six different criteria. The results show that the syllabus favor a more functional perspective on grammar, whereas the teaching material Svenska rum 2 favors a more formal perspective on grammar. The teaching material Svenska impulser 2 expresses both a functional and a formal perspective on grammar. Its basis is a formal perspective on grammar, but the material includes several functional approaches to grammar and has therefore been interpreted as more functional than formal. This study concludes that Svenska impulser 2 can be considered to correlate with the syllabus, even though the functional aspects could be developed further. However, the syllabus cannot be considered to correlate with the grammar sections in Svenska rum 2 in regards to the concept of functional grammar.

The aim of this study is to investigate the similarities/differences in the views on and practices of grammar teaching of a Swedish teacher of English (FL – Foreign Language) and a UK teacher of English (L1 – First Language). Furthermore, the study tries to explain how the differences found in the comparison can be connected to each country’s different steering documents and to the different teaching conditions involved in teaching English to L1 learners compared to FL learners. The two participating teachers were both interviewed and observed. The results of this study show that the teachers’ grammar practices are very similar since they include explicit formal instruction both inductively and deductively, but with a focus on the latter. These are typical ‘Focus on FormS’ related practices even though both teachers want to achieve a ‘Focus on Form’ directed practice. Furthermore, both teachers use metalanguage in their teaching. The main difference between the teachers’ grammar approaches are the aims that they have with their teaching. The UK teacher aims at plain accuracy in her pupils’ written production whereas the Swedish teacher aims at developing all-round communicative abilities among her pupils. This is explained with the different accuracy-focus which each country’s steering documents hold.

<p>This paper sets out to examine to what extent French grammar teaching contributes to the students’ practical, oral skills. Are the students familiar with the grammatical system without knowing how to apply it orally in practice? The paper contains a theoretical background and an empirical survey. One quantitative and one qualitative method have been applied in the survey. 52 questionnaires have been completed and 6 High School students’ interviews have been carried out. Only 15 % of the surveyed students state that they completely approve with the statement that they can apply their grammatical knowledge in oral production. This shows that the teaching of grammar seems to contribute to the students’ oral skills to a relatively small extent. The result also suggests that there is a larger emphasis on theoretical explanations than on practice in grammar teaching. One of the problems seems to be that the practicing of grammar mainly is in written form. To reach the aims for communicative skills set in the syllabi for modern languages a functional method is suggested, which emphasises on meaning and includes oral practice of grammar.</p> / <p>Detta examensarbete syftar till att undersöka i hur stor utsträckning grammatikundervisningen i franska bidrar till elevernas muntliga, praktiska, förmåga. Är eleverna förtrogna med det grammatiska systemet i franska utan att kunna tillämpa det muntligt i praktiken? Uppsatsen innehåller en teoretisk bakgrund samt en empirisk undersökning. En kvantitativ och en kvalitativ metod har tillämpats i den empiriska undersökningen. 52 enkäter har besvarats och 6 djupintervjuer med gymnasieelever i franska har genomförts. Enkätresultaten visade att endast 15 % av de tillfrågade instämde helt i påståendet att de kunde tillämpa grammatiska kunskaper i muntlig produktion. Grammatikundervisningen verkar således bidra till elevernas muntliga förmåga i relativt liten grad. Resultaten talar också för att teoretiska förklaringar ges större utrymme än praktiken i grammatikundervisningen. Ett problem tycks vara att praktiken av grammatiken huvudsakligen sker skriftligt. För att uppnå den kommunikativa förmåga kursplanerna i moderna språk eftersträvar föreslås en funktionell metod där meningsskapande står i fokus och den muntliga praktiken av grammatiken inte förbises.</p>

This study looks at how six teachers work with English grammar with and without the use of ICT. The aim is to investigate how teachers use ICT in English grammar and compare it with a more traditional approach. The primary source of the case study is interviews conducted with five secondary teachers and one primary teacher in southern Sweden. The teachers work in three different schools with different approaches to ICT. One school has been using ICT for three years, the second school has recently started using it and the third school does not use ICT in English grammar teaching at all. The teachers’ experiences and thoughts on grammar teaching and on ICT are presented and discussed. The results show that only one of the teachers has a sound understanding of how to integrate ICT in English grammar teaching. All interviewed teachers are positive towards the use of ICT but most of them are not aware of the resources available or how to organise the teaching to make use of ICT in the best way. More and more Swedish schools provide laptops for all their pupils but it is clear that the teachers need more training to use ICT in English grammar teaching successfully.

<p>When speaking a language, whether it is our first or second language, grammatical mistakes will be made. The aim of this essay is to look into what kinds of mistakes some Swedish learners of English make when speaking English and to analyze why these mistakes are made. The essay also aims at looking into what grammar teaching can look like in Sweden and how some teachers look upon their students’ oral proficiency.</p><p>The method used for this study was a qualitative one, namely interviews. Twelve students, eight in grade seven and four in grade nine, and two teachers were interviewed. During the interviews with the students a dictaphone was used. When interviewing the teachers notes were taken, and these have been the foundation of the analysis.</p><p>The results showed that many of the mistakes made by the students seemed to originate in transfer from their first language. Preposition mistakes, for instance, were made in 20% of the cases and they mainly originated in interference with their first language.</p><p>Verbs turned out to be the area where most mistakes were made, followed by prepositions and pronouns. 50% of the mistakes made by students in grade nine were verb mistakes, whereas the students in grade seven made verb mistakes in 33% of the cases.</p><p>This study further shows that the teachers had a good grasp of what their students know, and do not know, but there were some mistakes the learners made which the teachers did not mention. Finally, the study showed that spoken language is in focus within the classroom. Students are allowed to make mistakes, even though the interviewed teachers find grammar important.</p>

This Report presents a variety of grammar teaching options for secondary school foreign language teachers in the U.S. Grammar teaching forms a large, and, in my opinion, important part of the foreign language curriculum in U.S. secondary schools. This Report presents grammar teaching methods in the form of a “grammar teaching toolbox” to encourage a variety-based teaching approach and allow teachers to enrich their pedagogical repertoires. All methods discussed in this Report involve explicit discussion of form and take place at the presentation or input/intake stage of grammar teaching. Sample lesson plans and helpful references for each methodology are presented. The first chapters of the Report present a discussion of the intended context, a brief history of grammar teaching, an analysis of the central issues in the debate over form-focused instruction and an outline for incorporating grammar into the contemporary communicative classroom. / text

本個案研究旨在深入研究一位國中英文教師在文法教學信念與實際教學之間的差異之處。本研究以Green (1971) 所提出的core belief和peripheral belief為基本架構，採用質性之資料收集及分析方式，以期對教師的教學信念、教學行為及兩者之間的不一致做出較詳盡的描繪及討論。參與本研究的教師為一位新北市公立國中的資深英文教師，對文法教學及英語教育有自己的一套理解及看法，備受同校老師的尊重。資料收集方式以課堂錄音觀察、半結構式訪談為主，教師的教學資料、自編的段考考卷、校內英文老師的領域會議紀錄為輔。 研究結果顯示，此教師的文法教學信念和行為的確有些許落差，主要反映在課外英語學習資源的使用、文法教學所佔的比重、以及文法術語的使用頻率上。造成此落差的原因主要是教師的core beliefs和peripheral beliefs內容的不一致，導致在教學現場上大部分的時間都用來完成core beliefs，因此peripheral beliefs的實施時間便受到壓縮了。此外研究者還發現，這位老師的core beliefs主要以較傳統、較常見的知識傳輸模式為主，而peripheral beliefs則是和英語教學理念較有直接相關，這部分呼應了Phipps and Borg (2009)所提出的假設，且此一現象是在教師信念的文獻中較少被提到的。根據這些發現，本研究提出對教師文法教學信念及實踐之差異的看法及未來研究的建議，以期對台灣的英語文法教學能有更多建設性的研究貢獻。 / The purpose of this qualitative study was to investigate the tensions between an English teacher’s grammar teaching beliefs and practices. The participant was an experienced junior high school English teacher who had her own principles in grammar teaching and English education. Green’s (1971) distinction of core beliefs and peripheral beliefs was adopted as the framework to analyze the participant’s grammar teaching beliefs. Data were collected from multiple sources such as semi-structured interviews, classroom observations, stimulated recall interviews, and documents such as the teacher’s teaching notes and test paper. By using initial coding and second level coding, these data were carefully examined to obtain the most salient themes of the participant’s grammar teaching tensions. The findings revealed three most significant tensions between the participant’s grammar teaching beliefs and practices: tension on the use of extracurricular teaching resources, on the proportion of grammar instruction, and on the use of grammatical terminology. The participant’s tensions were mainly due to the inharmonious relationship between core beliefs and peripheral beliefs. The former were more related to teaching philosophy in general, and the latter were more related to English teaching itself. In other words, the tensions between participant’s beliefs and practices were actually the gaps between knowledge transmission perspective and ideal English teaching principles. Based on the findings of this study, some suggestions and pedagogical implications were raised for future research as well as English education field in Taiwan.

The primary aim of this study is to determine the level of syntactic development in English of South African matriculants. The ESL standard in South Africa has been criticised, but no objective data are available. This study provides relevant data, based on an index, and indicates shortcomings in learners' syntactic competence. Poor school-leaving standards in English are a cause of great concern in South Africa, and complaints about school leavers' standard of English have increased over the last few years. Yet, apart from generally being labelled as "poor", little is known about the actual level of development reached by ESL learners. Comments are often based on subjective impressions. This study focuses on syntactic development in writing and aims to determine the level of syntactic development of Grade 12 ESL learners in an objective way. Interlanguage, the concept of 'stages of development’ and fossilization are discussed. The need for an index that can measure language development objectively is considered. General means of measuring syntactic development are evaluated and an index formula is established by means of statistical analyses. This formula is based on the T-unit and assigns numerical values to levels of development. The index formula is used to determine the level of syntactic development of a group of Grade 12 ESL learners. The compositions that were analysed were obtained from six provinces in South Africa. Index values are calculated for Higher and Standard Grade, for the group as a whole, and each of the six provinces. An Error Analysis is conducted and error frequencies are reported. Problem areas in syntax are identified. The implications of the findings are considered and recommendations are briefly made for the teaching and learning of grammar. / Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2005.

Code-switching is a phenomenon that exists in bilingual societies where people have the opportunity to use two or more languages to communicate. Being able to speak more than one language, bilinguals can code-switch and use their languages as resources to find better ways to convey meaning. Code-switching occurs in English classrooms in upper secondary school every day. Therefore, the aim for this paper was to investigate when and why teachers in upper secondary school code-switch when teaching L2 English. It has also looked into what language the students preferred in different classroom situations. Five teachers were interviewed and 96 students taking English 5 and 6 responded to a questionnaire. The results showed that the teachers generally tried to code-switch as little as possible but that they did code-switch in some of those situations where the students preferred either a combination of Swedish and English or only Swedish. Two of these situations were grammar instructions, where a majority of the students preferred a combination of English and Swedish, and one-to-one situations, where a majority of the students preferred Swedish. A clear majority of the students (87%) wanted their teacher to make them speak more English.