Grammar teaching has been controversial since the introduction of the Communicative Language Teaching perspective. In addition, the steering documents, namely the Swedish syllabi and the CEFR are quite general on what and how to teach grammar, thus allowing teachers’ interpretations about the importance given to grammar in EFL/ESL classrooms. The present study focuses on English teachers’ beliefs, attitudes, and practices towards grammar in the final year of compulsory school and the first year of upper-secondary school in Sweden. The principal aim is to find out why the English teachers propose grammar or not and how they enact grammar teaching. The research is empirical. The data consist of teachers’ interviews, and they were analysed using content analysis. The results have shown that teachers’ beliefs, attitudes, and practices are mainly related to students’ levels and objectives even if they have different views on grammar. Then, teachers have shown great adaptability in their grammar teaching practices both in the diversity of means and methods. Furthermore, even though there are slight differences between the final year of compulsory school and the first year of upper-secondary school in the steering documents, grammar teaching is enacted differently for each level. Besides, on both levels, grammar teaching is linked to communicative skills and included in a more general communicative task aimed for students’ learning in EFL/ESL classrooms.

Denna studie syftar till att studera läroböckers upplägg och presentation av grammatikunder- visning i läroböcker riktade mot gymnasieskolan. En innehållsanalys har tillämpats för att uppnå syftet med denna undersökning och till grund för detta har sex läroböcker skrivna för gymnasieskolans kurs svenska 2 använts. Analysen har gjorts utifrån fyra olika teman: gram- matikkapitlets utrymme i boken, hur grammatik motiveras, vilka grammatiska områden som behandlas och hur grammatikuppgifterna är utformade.  Resultatet av denna studie visar att grammatiken i hög utsträckning får lika mycket utrymme som andra kapitel av samma typ men att grammatikkapitlet ofta placeras långt bak i boken. Gällande motiveringar är koppling till läroplan/kunskapskrav, språkriktighet och skrivför- måga de främst förekommande. De områden som behandlas varierar något men gemensamt för samtliga böcker är att de undervisar om fraser, satsdelar och syntax. Läroböckernas upp- lägg av övningar skiljer sig både i antal och vilka grammatiska områden de syftar till att öva, där satsdelar är det område samtliga böcker innehåller övningar om. Med andra ord ger läro- böckerna olika förutsättningar för eleven eftersom de i viss utsträckning undervisar om olika grammatiska områden. / This study aims to study layout and presentation of grammar teaching in textbooks geared to- wards secondary education. A content analysis has been applied to achieve the purpose of this survey and as a basis for this, six textbooks written for the upper secondary school's course Swedish 2 have been used. The analysis has been made based on four different themes, the space of the grammar chapter in the book, how grammar is justified, which grammatical areas are treated and how the grammar exercises are designed.  The results of this study show that grammar is largely given as much space as other chapters of the same type, but that the grammar chapter is often placed far back in the book. Regarding justifications, the link to curriculum/knowledge requirements, language accuracy and writing skills are the most common. The areas covered vary slightly, but common to all books is that they teach phrases, parts of sentences and syntax. The textbooks' structure of exercises differs both in number and which grammatical areas they aim to practice, where sentence parts are the area, all books contain exercises on. In other words, the textbooks provide different conditions for the student because to some extent they teach different grammatical areas.

No description available.

La présente recherche vise à décrire et comprendre l’enseignement de la distinction entre le passé composé et l’imparfait à partir des connaissances et conceptions des enseignants ainsi qu’à partir de leur matériel didactique. La distinction aspectuelle, plus précisément celle qui concerne le perfectif et l’imperfectif, est une difficulté qui concerne plusieurs langues. La recherche antérieure s’est beaucoup intéressée à cette question, permettant de comprendre les raisons de cette difficulté qui se fonde sur l’hypothèse de l’aspect. À partir de cette hypothèse, les difficultés concernant la distinction entre le passé composé et l’imparfait s’éclaircissent, permettant d’ajuster les explications et la transposition didactique. Or, la recherche antérieure considère que les manuels didactiques fournissent aux apprenants et aux enseignants des explications qui ne permettent pas une réelle compréhension de la distinction entre le passé composé et l’imparfait. La présente recherche cherche à vérifier ces hypothèses. À partir d’entrevues réalisées auprès de neuf enseignants de français langue seconde, les résultats montrent qu’effectivement, les enseignants s’inspirent des manuels didactiques pour expliquer et transposer la distinction entre le passé composé et l’imparfait. De plus, à partir du matériel didactique fourni par les mêmes enseignants, les résultats montrent que malgré une connaissance de la difficulté d’emploi du passé composé et de l’imparfait, les exercices ne sont pas adaptés aux difficultés des étudiants. Enfin, la présente recherche démontre la prédominance de l’intrant typique par rapport à l’intrant atypique. / Second language (L2) acquisition researchers report that acquiring the perfective-imperfective distinction poses significant challenges to L2 learners. Previous research has focused on identifying the causes of this problem as well as investigating the differential effects of teaching methods. This study uncovers teachers’s knowledge and comprehension of the distinction between passé composé and imparfait and analyzes the teaching material they use in their classrooms. The Aspect Hypothesis has already been identified as the principal cause of L2 learners’ reported difficulties. By analysing data obtained from teacher interviews and from their teaching materials, the present study sets out to address these hypotheses. Nine teachers of French as a second language participated in a semi-structured interview and discussed the teaching material they used to teach the passé composé and imparfait distinction. The obtained results show that teachers rely on textbooks to explain and teach the distinction between passé composé and imparfait. Although teachers were aware of the difficulties associated with the acquisition of the target forms, they used exercises that did not facilitate the learners’ task. In fact, the provided exercises barely focused on the meaning and use of the forms in question and heavily focused on their formal properties. An analysis of the input to which the learners were exposed indicates the predominance of typical input.

(in English) This diploma thesis focuses on teachers' attitudes and beliefs regarding English grammar teaching at Czech high schools. The thesis is based on the assumption that teachers' decisions and actions in ESL and EFL teaching are motivated by what teachers know, think and believe. It takes the concept of teacher cognition as a starting point. The research part ot the thesis is based on a questionnaire survey among Czech high-school teachers. It aims to observe teachers' beliefs about English grammar teaching and learning and to describe the way Engligh grammar is taught at Czech high schools. The main areas which the research focuses on are grammar teaching approaches, grammar practice, grammatical error correction, the use of L1 in teaching grammar and the use of coursebooks. Moreover, the thesis observes teachers' position towards the concept of method with respect to the recent trend discussed in ELT research - the post-method condition which redefines the relationship of 'method' and a teacher who is understood as a critical and creative strategic thinker.

[pt] Essa pesquisa consiste na investigação dos aspectos de um livro didático de inglês que os alunos apreciam e acham motivadores. O livro- texto selecionado é uma série didática de inglês desenvolvida especialmente para (pré)adolecentes brasileiros de um curso livre de língua inglesa. Através de pesquisas com os alunos usuários da série selecionada, descobriram-se as três principais características que eles aprovam nesse material: os textos trabalhados, o seu layout e a sua abordagem gramatical. Posteriormente, esses aspectos do livro didático-alvo foram analisados cuidadosamente sob a ótica de teorias relacionadas a eles: a teoria de gêneros discursivos, a teoria de multimodalidade e teorias sobre o processo ensino/aprendizagem de gramática da língua estrangeira. A análise do material ajudou-nos a compreender a razão pela qual os alunos aprovam esses aspectos e corroborou com a sua escolha. / [en] This study consists of an investigation of the aspects of an English textbook which the students like and consider motivating. The course book chosen is an English series especially developed for Brazilian tweens and teenagers who study at a private English institute. The students using the material were heard and they pointed out three aspects which they considered positive and approved of: the texts the material makes use of, its layout and its approach to the teaching of grammar. Resorting to relevant theories, i.e., the genre theory, the multimodality theory and theories related to the teaching of a foreign language, the material was thoroughly analysed. The insights brought about by this analysis helped us understand the reasons why the students approved of these aspects and corroborate their choice.

Denna undersökning syftar till att undersöka hur lärare förhåller sig till, definierar och undervisar i grammatik med de yngre åldrarna och de svårigheter som lärarna stött på i sin grammatikundervisning. Denna undersökning baseras på intervjuer med sex behöriga lärare i årskurs 1–3, varav en speciallärare som tjänstgjorde på samma skola i förskoleklass. Som komplement till den del av lärarintervjuer gjordes också en översiktlig läromedelsanalys utifrån läromedel som lärarna uppgav att de använde i grammatikundervisningen. Grammatik och grammatikundervisningen är ett omdiskuterat ämne, även om diskussionen inte är så uttalad när det gäller undervisning på lågstadiet. Sammantaget visar undersökningens resultat att de deltagande lärarna ser begreppet grammatik som ett diffust begrepp och det definieras också olika av lärarna. Det framkom även stora variationer när det gällde lärarnas attityd till begreppet grammatik och grammatikundervisning som något svårt och tråkigt eller som något som de anser är enkelt och meningsfullt. Däremot råder samstämmighet hos deltagarna om att grammatik och grammatikundervisning är viktigt för elevernas språkutveckling. Läromedelsanalysen visade att det i vissa läromedel tydligt framgick grammatiska inslag och grammatiska begrepp användes, medan det i andra läromedel inte gick att urskilja de grammatiska inslagen. / The purpose of this survey is to examine the way teachers relate to, define and teach grammar to pupils of the younger grades and the difficulties they encounter in teaching grammar. The research is based on interviews carried out among six licenced teachers, all employed in the same school and of whom one is a special education teacher. They teach classes in pre-school and primary school, grade 1¬3. Complimentary to the interviews, a general analysis of the teaching material used in their teaching, was carried out. Grammar and grammar teaching is a widely discussed topic, even if little is said about grammar teaching in the younger years. Altogether, the results of the study show, that the teachers taking part in the study regard grammar as a vague and unspecific term and the teachers define the concept of grammar differently. Another conclusion was that the attitudes towards grammar among the teachers varied widely. Some consider grammar difficult and boring while others believe it to be meaningful and easy to grasp. On the other hand, the teachers taking part in the survey agreed upon the importance of grammar and grammar teaching in the linguistic development of the pupils. The analysis of the teaching materials showed that some materials cover grammar as an clearly defined topic and formal grammatic terms were consciously used, while in others formal grammar as a topic was less evident.

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-08-09T16:02:21Z No. of bitstreams: 1 TeseDCSV.pdf: 23815683 bytes, checksum: 5b378bacc8c69ae8a84d70d36e21cfe0 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-09T17:34:42Z (GMT) No. of bitstreams: 1 TeseDCSV.pdf: 23815683 bytes, checksum: 5b378bacc8c69ae8a84d70d36e21cfe0 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-09T17:34:50Z (GMT) No. of bitstreams: 1 TeseDCSV.pdf: 23815683 bytes, checksum: 5b378bacc8c69ae8a84d70d36e21cfe0 (MD5) / Made available in DSpace on 2017-08-09T17:40:19Z (GMT). No. of bitstreams: 1 TeseDCSV.pdf: 23815683 bytes, checksum: 5b378bacc8c69ae8a84d70d36e21cfe0 (MD5) Previous issue date: 2016-12-20 / Não recebi financiamento / Taking into consideration that speaking differently does not mean speaking “wrongly”, and that, many times, the linguistic heterogeneity is not acknowledge by the school and/or Portuguese language teachers, this work aims at contributing to the development of studies linked to the linguistic variables. The most common practices have been the prejudice and the intolerance in relation to the popular speaking forms, which are stigmatized and excluded as wrong forms. Although, in the last decade, the educational legislation has been making the guidelines that exclude the popular discourse form less rigid, we can see resistance to this idea, which is not only reinforced, but also embraced by the general press and by the means of communication. This work discusses the needs for adopting a political posturs in relation to this subject, which acknowledges that the point cannot be simplified to the adoption of a correct and true speaking form, whose arguments, in fact are in service of the maintenance of an authoritarian order, based on privileges and that excludes all those who do not practice the standardized form of the Portuguese language. Thus, the proposed aim for this work, as a result of bibliographical and documented research, is a linguistic reflection concerning the relation between: discourse, identity and alterity, as well as an analysis of the mediatic speeches produced since 2001 up to current times referring to the thematic, seeing these speeches as power and knowledge devices. The linguistic stigmatization remains as an impregnable beacon of inequality and finds support among the professors and students of Language, Linguistic and Pedagogy who intend to stablish a sort of monopoly over the national linguistic forms and manifestations. On the other hand, many researchers in the linguistic field have dedicated their research to the valorization of the popular speaking forms. Through a bibliographical study, the theoretical conceptions of the research are presented inside the functionalist and sociolinguistic perspective, basically aiming the communicative competence, a theory shown in: Bakhtin (1979 and 1992), Labov (2008), Neves (1990, 1997, 2003, 2006 and 2010), Bagno (2003, 2009, 2010 and 2011), Leite (2005 and 2008), Possenti (2005 and 2012), Gnerre (2009); Bortoni-Ricardo (2004 and 2005) among others; in addition to the scholars linked to the Human Sciences who deals with the study of the discourse as language is a social behavior and manifestation of the fight for power– Foucault (1995, 1996, 1999 and 2009), of Philosophy and Bourdieu (1975, 1989, 1998, 2001 e 2008), of Sociology and Habermas (1987). This way, the analysis focus in the real usages of the language and pursues the explanation of these processes activated in various textual genres (journalistic, political debates, cartoons, charges, paintings and pictures) to exemplify the analysis and the theoretical apparatus as well. Concerning the teaching of the Portuguese language, speeches and documents related to the new forms to teach grammar are not enough if these are not incorporated to the pedagogical practice. The grammar teaching should be brought close to the reality of the usage and dynamism of the Portuguese language; however, we cannot forget that the norms in the grammar compendium have a space, which, necessarily, should be respected and taught. Furthermore, when we praise the standard practice of the language and raise the view of “right” and “wrong”, without considering the other forms of the language, the mediatic speeches help to spread the linguistic prejudice. The prejudiced metadiscourse also report other prejudices of social, racial, political, religious order among others and the teachers and school administrators need to know how to acknowledge them within the school scope in order to, on one side, act in a critical and conscious way in the face of the occurrences of these phenomena and to, on the other side, help to avoid its manifestation. Such attitude is part of the whole development of citizenship, because it is also an indicative of respecting the differences of the other. / Considerando-se que falar diferente não é falar “errado” e que, muitas vezes, a heterogeneidade linguística não é reconhecida pela escola e/ou pelos professores de Língua Portuguesa, elaborase este trabalho a fim de contribuir com o desenvolvimento de estudos ligados à variabilidade linguística. As práticas mais comuns têm sido o preconceito e a intolerância em relação às formas de falar populares, que são estigmatizadas e excluídas como errôneas. Embora a legislação educacional tenha, na última década, flexibilizado as diretrizes que excluiriam as formas populares de linguagem, permanece a resistência a essa postura, que é não apenas reforçada, como também exaltada pela imprensa em geral e pelos meios de comunicação. Neste trabalho, discute-se a necessidade da adoção de uma postura política em relação a esse tema, que reconheça que a questão não pode ser reduzida à adoção de uma forma correta e verdadeira de se falar, cujos argumentos, na verdade, estão a serviço da manutenção de uma ordem autoritária, fundada em privilégios e que exclui todos aqueles que não praticam a forma normatizada da Língua Portuguesa. Dessa maneira, o objetivo que se propõe para este trabalho, como resultado de uma pesquisa bibliográfica e documental, é uma reflexão linguística a respeito do modo como os estudos da língua em uso podem contribuir para o ensino de língua materna e para o equacionamento de questões relativas à política linguística no Brasil, assim como uma análise dos discursos midiáticos impressos produzidos desde 2001 até meados de dezembro de 2016 referentes à temática, compreendendo esses discursos como dispositivos de poder e saber. A estigmatização linguística permanece como bastião inexpugnável da desigualdade e ainda encontra apoio entre docentes e estudantes dos cursos de Letras, Linguística e Pedagogia que pretendem estabelecer uma espécie de monopólio sobre as formas e manifestações linguísticas nacionais. Por outro lado, não são poucos os pesquisadores do campo linguístico que têm dedicado suas pesquisas à valorização das formas populares de fala e escrita. Por meio de estudo de natureza bibliográfica, apresentam-se as concepções teóricas da pesquisa sob a perspectiva funcionalista e sociolinguistas, tendo em vista, basicamente, a competência comunicativa, teoria exposta por Bakhtin (1979 e 1992), Labov (2008), Neves (1990, 1997, 2003, 2006 e 2010), Bagno (2003, 2009, 2010 e 2011), Leite (2005 e 2008), Possenti (2005 e 2012), Gnerre (2009); Bortoni-Ricardo (2004 e 2005), entre outros. Além dos estudiosos ligados às Ciências Humanas que tratam do estudo da linguagem considerando-a um comportamento social e manifestação de luta pelo poder – Foucault (1995, 1996, 1999 e 2009), da Filosofia e Bourdieu (1975, 1989, 1998, 2001 e 2008), da Sociologia e Habermas (1987) especialmente através de suas teorias do agir comunicativo. Dessa maneira, a análise centra-se nos usos reais da língua e busca a explicitação desses processos acionados em diversos gêneros textuais (jornalístico, debates políticos, histórias em quadrinho, charges, quadros e ilustrações) a fim de exemplificar a análise e também o aparato teórico. No que tange ao ensino da Língua Portuguesa, não bastam discursos e documentos relativos às novas formas de ministrar gramáticas se estes não forem incorporados ao fazer pedagógico. O ensino gramatical deve se aproximar da realidade do uso e dinamismo da Língua Portuguesa, sem que, no entanto, esqueça-se de que as normas contidas no compêndio gramatical ocupam um espaço que, necessariamente, deve ser respeitado e ensinado. Ademais, ao exaltar a norma culta e suscitar a visão de “certo” e “errado”, sem considerar as outras formas de uso da língua, os discursos midiáticos ajudam a propagar o preconceito linguístico. A metalinguagem preconceituosa também denuncia outros preconceitos de ordem social, racial, política, religiosa entre outros e os educadores e gestores escolares precisam saber reconhecê-los no âmbito escolar para, de um lado, atuar de maneira crítica e consciente diante de ocorrências desses fenômenos e, de outro, para ajudar a evitar sua manifestação. Tal atitude faz parte da formação integral do cidadão, pois é, também, indicativo de respeito às diferenças do outro.

SOUZA, Francisco Elton Martins de. Abordagens de ensino de gramática em exercícios de livros didáticos de língua portuguesa do ensino médio. 166f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-10-28T14:44:11Z No. of bitstreams: 1 2014_dis_femsouza.pdf: 11239445 bytes, checksum: 7f49aad915bbe48f6b33d78d1b4f5862 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-10-28T14:48:18Z (GMT) No. of bitstreams: 1 2014_dis_femsouza.pdf: 11239445 bytes, checksum: 7f49aad915bbe48f6b33d78d1b4f5862 (MD5) / Made available in DSpace on 2014-10-28T14:48:18Z (GMT). No. of bitstreams: 1 2014_dis_femsouza.pdf: 11239445 bytes, checksum: 7f49aad915bbe48f6b33d78d1b4f5862 (MD5) Previous issue date: 2014 / This study had as purpose investigate the approaches of grammar teaching in exercises from text-books of Portuguese Language to High School, analyzed and approved for the National Program of Text-Books (NPTB; Brazil) and for the National Program of Books for High School (NPBHS; Brazil) to distribution in Brazilian state schools. To place this research in the field of Applied Linguistics we considered authors as Celani (2000), Almeida Filho (2011) and Moita Lopes (2011). To show how the history of grammar has an influence in the way grammar is taught until nowadays, we built a historic line of grammar based in Neves (2002) and Manini (2009). We studied the theories in Halliday, McIntosh and Strevens (1974), about the productive, prescriptive and descriptive grammar. From these approaches we identified grammar conceptions in many others authors (POSSENTI, 1996; NEVES, 1997, 2002, 2006, 2012, 2013; ANTUNES, 2003 and 2007; BUNZEN & MENDONÇA, 2006; TRAVAGLIA, 2006 and 2007; MARTELOTTA, 2010), as also the considerations about linguistics analyses in Geraldi (1997), Franchi (2006) and Bezerra and Reinaldo (2013). To achieve the objective of this study, we analyzed two collections of text-books of Portuguese Language, which were: Novas Palavras, from NPBHS 2009, and Português: contexto, interlocução e sentido, from NPTB. We established the equality between the three approaches of grammar teaching we said before and also which these approaches (1) lead to use the standard Portuguese (prescriptive approach), (2) develop the skill to understand and to produce texts (productive approach and “others approaches”) and (3) develop the skill to reflect and to think about the language (descriptive approach). / Este trabalho teve por objetivo investigar as abordagens de ensino de gramática presentes em exercícios de livros didáticos de Língua Portuguesa do Ensino Médio, avaliados e aprovados pelo Programa Nacional do Livro Didático (PNLD) e pelo Programa Nacional do Livro para o Ensino Médio (PNLEM) para distribuição em escolas públicas brasileiras. A fim de situarmos nosso trabalho no vasto campo da Linguística Aplicada, levamos em conta as considerações presentes em Celani (2000), Almeida Filho (2011) e Lopes (2011). Com o intuito de mostrarmos como a própria história da gramática tem influência em seu ensino, pautamo-nos nos estudos de Neves (2002) e Manini (2009). Empregamos os postulados teóricos presentes em Halliday, McIntosh e Strevens (1974), no que concerne à abordagem produtiva, à abordagem prescritiva e à abordagem descritiva do ensino de gramática. A partir de tais abordagens, identificamos concepções de gramática presentes em diversos autores (POSSENTI, 1996; NEVES, 1997, 2002, 2006, 2012, 2013; ANTUNES, 2003 e 2007; BUNZEN & MENDONÇA, 2006; TRAVAGLIA, 2006 e 2007; MARTELOTTA, 2010), bem como delineamos o postulado que diz respeito à prática de análise linguística, com base em autores como Geraldi (1997), Franchi (2006) e Bezerra e Reinaldo (2013). Para alcançarmos o objetivo da pesquisa, analisamos duas coleções de livros didáticos de Língua Portuguesa, a saber: Novas Palavras, aprovada pelo PNLEM 2009, e Português: contexto, interlocução e sentido, aprovada pelo PNLD 2012. Constatamos a presença equilibrada das três abordagens de ensino de gramática supracitadas, bem como o fato de que tais abordagens (1) conduzem ao uso de uma variedade de prestígio (abordagem prescritiva), (2) desenvolvem a habilidade para produção e compreensão/interpretação de textos, de como usar a língua (abordagem produtiva e também exercícios de “outras abordagens”) e (3) desenvolvem a habilidade de reflexão e raciocínio sobre a língua, reflexão metalinguística (abordagem descritiva).

The dissertation work deals with the issue of grammatical problems, the importance of grammar, especially with the concept of specific set of words in which writing "y" instead of "i" is obligatory. The theoretical part contains the brief summary of the Czech grammar and the function of grammar. The research part of the thesis includes the research concerning knowledge of pupils at primary and secondary school. The practical part focuses on methods, forms of work and motivating games, which are useful for improving the effect of learning the specific set of words. The practical part also contains the worksheets for the pupils of primary and secondary school.