A model for the reflective teaching of grammar is presented in the paper. The analysis of the grammar obstacles that learners are faced with in terms of a) characteristics of the object of knowledge; b) ways of reasoning accessible to students; and c) incidence of methodologies commonly used, allows for an instructional model that tends to overcome these problems. The model "Didactic Sequences to Learn Grammar" (SDG) based on students' activity on linguistic objects, on students' reflection and reasoning processes, and on the necessary interaction between peers and also with the teacher, is presented as a hypothetical model of didactic action and as a macrounit of research on teaching grammar. © 2009 Fundación Infancia y Aprendizaje.
|Journal||Cultura y Educacion|
|Publication status||Published - 1 Jun 2009|
- Didactic Sequences to Learn Grammar
- Metalinguistic activity
- Teaching and learning grammar