Metalinguistic activity and learning grammar: Towards a teaching model based on reflexive activity

Anna Camps

Research output: Contribution to journalArticleResearchpeer-review

7 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)199-213
JournalCultura y Educacion
Volume21
Issue number2
DOIs
Publication statusPublished - 1 Jun 2009

Keywords

  • Didactic Sequences to Learn Grammar
  • Metalinguistic activity
  • Teaching and learning grammar

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