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1.
Robert Jeffcoate 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):73-84
The article evaluates a course in English grammar taught to a group of secondary PGCE students specializing in English with Drama. The course concentrated on parts of speech, morphology and syntax but also included sessions on 'applied' grammar. The students' knowledge and understanding were assessed in an initial audit at the beginning of the course and in a test at the end to try to establish how much they had learned. Students' opinions of the course were also elicited. Results were mixed. Although all students improved their knowledge (some dramatically so), and expressed satisfaction with the course, approximately one-third failed to reach the required standard. The implications of this for course planning are discussed. 相似文献
2.
Peter Davies 《Curriculum Journal》2013,24(2):217-232
This article describes the adaptation of ‘story grammar’ to developing the subject understanding and literacy of 14–16-year-old students. ‘Story grammar” analyses the structure of episodes of a typical story and it was developed through research into the narrative development of younger, frequently language-delayed, children. Reasons for expecting this story grammar to provide a helpful basis for teaching older students are summarized. An application of story grammar in teaching business studies is described through the activities designed for students and evidence from students' work. Implications for understanding of literacy in a subject context are discussed. 相似文献
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4.
《牛津教育评论》2013,39(3-4):467-482
In this paper the authors argue that subject-related educational research can play an important role in trainee teachers' learning since it provides a disciplined perspective from which trainees can derive new ideas and understandings related to their own developing practice as well as a critical basis from which to formulate, examine and justify their views through reference to a wider, collective pool of experience. However, the authors strongly argue that research will only contribute usefully to trainees' learning provided certain fundamental principles governing the inclusion of research within the structure of the training course as a whole are applied. In the first section of the paper the authors define ten necessary principles which determine the conditions for successful use of research-based ideas in trainees' learning. Research-based ideas introduced on a training course, it is argued, must be seen by trainees, and subject mentors, to have a significant practical relevance with regard to classroom practice. The ideas and arguments must be carefully selected and strategically integrated within a course and must elicit informed critical evaluation. The second half of the paper consists of two illustrative examples of how these principles are applied in the integration of two research-based ideas ('inductive grammar teaching' and 'Interpretations of History') on the Modern Foreign Languages and History PGCE courses at the University of Cambridge School of Education. 相似文献
5.
Key Stage 2/3 trainees undertake their second school placement in secondary schools having completed a placement in a primary school in the first year of their training. While trainees will have been prepared at their higher education institution, the experience itself can be daunting for reasons other than the fact that this is their first secondary placement. These reasons are discussed in this article, and focuses on how a lesson-planning document was developed at one institution to support English trainees through this placement. The aim of this article is to raise awareness in partnership schools of the specific needs of Key Stage 2/3 English trainees. 相似文献
6.
Marion Engin 《欧洲师范教育杂志》2013,36(1):39-54
The purpose of this research was to explore trainer questioning strategies which aimed to scaffold development and learning in teacher training feedback sessions. Research was conducted with a group of Turkish pre-service English teacher trainees at an English-medium university in Turkey. Findings include a categorisation of different question types which seemed to prompt reflection and construction of knowledge. The data also suggest that trainees need varying levels of support through different question types to better scaffold their understanding of teaching. This study concludes with a data-driven framework of questioning strategies which can be a potential guide for trainers working with pre-service English teacher trainees. 相似文献
7.
Bethan Marshall 《English in Education》2001,35(3):42-57
This paper explores the relationship between the subject philosophy of English teachers and their assessment practices. The research is contextualised within the wider debate about the validity and reliability of course work‐based assessment in English. It examines the history of that debate and then looks at ways in which practitioners and exam boards have sought to grapple with the issue of reliability and validity within English assessment. The research contributes to the debate by suggesting, through a small‐scale indicative study, that English teachers are not influenced by their subject philosophies when assessing pupils' course work but by their understanding or ‘construct’ of grade boundaries. 相似文献
8.
对大学英语语法教学的重新认识 总被引：1，自引：0，他引：1
周海燕 《牡丹江教育学院学报》2005,(4):65-65
本文分析了大学英语教学中淡化语法教学的原因,重新认识了语法教学在大学英语教学中的地位和作用,并在此基础上就如何改革大学英语语法教学提出了一些建设性的意见. 相似文献
9.
冯智强 《云南师范大学学报(教育科学版)》2008,(1):65-69
英汉语法有着各自不同的特点、规律和研究传统，而自《马氏文通》以来，西方的语法体系却一统天下，成为语法研究的唯一标准。从语言哲学的高度看，语法并非只是词法和句法的简单相加。而是一种语言的组织规律，是语言组织的方式、方法、手段和过程的总和。在此基础上，文章对英汉语法本质的异同进行了深入的对比研究，区别了形式语法和语义语法两种不同的语法类型，分析了其异同背后的深层原因。 相似文献
10.
Sue Dymoke 《Education 3-13》2013,41(3):45-50
The development of both reflective critical practice and innovative or creative approaches in English teaching have been key elements of the PGCE English training courses which have evolved over the last fifty years. However the deluge of documentation and initiatives continually pouring out from government agencies means that the professional attempts of providers in Initial Teacher Education to create distinctive courses are increasingly in danger of being undermined by official expectations. This article will explore the challenges inherent in the process of rewriting the contents of a PGCE Secondary English course. It will consider how trainees can be prepared for the realities of the strategy-dominated English classroom in the 21st century and empowered to establish independent critical overviews of both their chosen subject and their roles as educators which will, in turn, enable them to engage in progressive pedagogies in their classrooms and contribute to future curriculum development. 相似文献
11.
The Influence of Pupil Perceptions on Subject Choice at 14+ in Geography and History 总被引：1，自引：0，他引：1
This article draws on the findings of a questionnaire inquiry into the factors influencing pupils' uptake of history and geography at GCSE. It argues that although many pupils enjoyed their learning at Key Stage 3 and that each subject holds some intrinsic interest in its own right, many pupils believe that there is relatively little purpose in pursuing the subjects beyond this stage. Their understanding of the relative 'usefulness' of both history and geography in their future lives is limited to direct and naive reference to forms of employment. Their understanding of the wider contribution each can make to their future lives is disappointingly uninformed. This limited understanding has an impact upon option decisions: if pupils cannot perceive any short term and longer term appreciation of the value of each subject then they are unlikely to want to pursue it in further study. 相似文献
12.
This paper discusses Subject and Logical Subject of the English language. The grammar rules complied by some grammarians will be focused on and induced in a fuller account of the survey, aiming simply at a common- sense justification of traditional sentence analysis. Subject, a familiar grammatical term, is one of the most basic to thetraditional of grammatical analysis. It reports the concept of the subject and its history conducted with learners of English who are involved in making further English programme in the education with deep grammar explorations. Both the teachers and the students face many problems in this area, which need to be made clear and definite. The non- finite verbs have their specific rules or objective laws stipulated or summed up by grammarians. These areas of intellectual inquiry ,like most other fields of language study, have represented profoundly intelligent and important investigation in to the English deep grammars. 相似文献
13.
语法的学习与语言实际应用能力的提高相辅相成。将英文报刊应用到大学英语语法教学中,设计并组织一定的教学活动,可以使学生领会语法规则在真实语境中的应用;并使学生在阅读英语新闻的过程中,更为深刻地理解、巩固所学的语法知识。该文以定语从句、被动语态、间接引语三个语法项为例,探讨英文报刊在大学英语语法教学中的应用。 相似文献
14.
Jane Coles Maggie Pitfield 《Changing English: An International Journal of English Teaching》2006,13(3):283-292
This article compares student and trainee teachers' experiences of three different routes into secondary English teaching: the standard one‐year PGCE; the newer ‘flexible’ PGCE; and the employment‐based Graduate Teacher Programme. As part of a two‐year study involving over 80 beginning teachers the authors invite students and trainees to reflect on the perceived advantages and disadvantages of their chosen route. This article focuses on a small number of interviews with individuals from the sample as they near completion of their training. It sets the findings of the study in the wider political context of New Labour's agenda for school reform and the future development of Initial Teacher Education. 相似文献
15.
《Journal of Language, Identity & Education》2013,12(3):159-190
The issue of grammar and its explicit teaching has recently reemerged in Singapore as a topic both within the English teaching profession and in public discourse about education. As studies in other educational contexts have shown, debates about the role of grammar in political discussions and in the popular media typically proceed in terms of a discourse of crisis and falling standards. As such, they recycle certain claims and images characterized by "myth, caricature and limited forms of binary or oppositional thinking" (Green & Beavis, 1996, p. 1). My particular interest is in the ways in which this discourse of crisis constructs Standard English and the local vernacular, as well as English-language teachers and the role of grammar teaching. This article undertakes a critical reading of the media texts around the debate and examines them in terms of their overall generic staging as well as Silverstein's (1996; reviewed in Collins, 1999) semiotic framework that he proposed for the analysis of contemporary preoccupations about standard language in the United States. 相似文献
16.
Jia Wei Lim 《Asia Pacific Journal of Education》2018,38(2):151-163
This article explores some of the complexities involved in the act of localizing English literature as a school subject. Informed by Goodson and Marsh’s stages of subject development, I explore the ways in which post-16 English literature was localized in Malaysia from an introduced and mythologized subject entitled “English” to its reconceptualization as “Literature in English” in the year 1998. The main question this article asks is: can a mythologized subject be sustained when it is introduced into another context (i.e., Malaysia)? This question is explored through attempts made to localize it by the subject’s governing body in Malaysia, namely the Malaysian Examinations Council. Relevant documents as well as an interview with a subject committee member involved in the subject’s reconceptualization form the data of this article. Analysis suggests that not only were acts of localization incoherent in the subject’s implementation, the rationale for localization was also not shared by some constituencies within and beyond the education system. This article concludes by highlighting the importance of ensuring that support from relevant constituencies is based upon a shared understanding of a subject’s role, aims and conceptualization in order to sustain subject development in an education system. 相似文献
17.
Mark A. Pike 《Educational Action Research》2013,21(1):27-44
This article takes as its starting point the notion that the extent to which action research is accepted or rejected as a valid means of enquiry and professional development is largely determined by occupational culture and the ideology of individuals who corporately constitute that culture (Adlam, 1999; Li et al, 1999). Here, the view that the values and ideologies of teachers cannot be separated from their teaching or research into their teaching (Day, 1998) is illustrated in relation to a politically significant and strategically placed group of teachers. With the advent of the National Literacy Strategy in high (secondary) schools in the United Kingdom, there is a need for English teachers to reevaluate the nature of the subject they teach, which is being redefined, as well as their pedagogy. The beliefs of this distinct group of practitioners are explored, and it is suggested that they are positioned, ideologically, culturally and politically to be receptive to and benefit from action research. As the current emphasis on literacy and therefore on the ‘adult needs’ and ‘crosscurricular’ models of their subject contrasts sharply with this group's timehonoured valorisation of the ‘personal growth’ model of English characterised by imagination and creativity, action research is seen to provide an opportunity for these practitioners to reflect on their ‘conscious and unconscious doings’ (Altrichter et al, 1993, p. 6). Throughout this article, reference is made to the author's experience of conducting a 3-year longitudinal action research project as a high (secondary) school teacher of English funded by the ESRC (Pike, 2000a,b,c,d, e), although the intention in this article is to explore the degree of epistemological and ideological congruence between the values and beliefs of English teachers, and some prevalent features of action research 相似文献
18.
ABSTRACT In response to a perceived reluctance to engage with poetry on the part of teachers and trainee teachers, a questionnaire was administered to a group of 48 trainees in their second year of training, before they undertook the part of their course dealing with the teaching of poetry. Their responses indicated that they had had a positive experience of poetry during their own primary education but had ceased to enjoy or understand poetry at secondary level. In discussing the responses, attention is drawn to the importance of understanding the difference between poetry as a specialist subject and as a vehicle for teaching other things. The difference between ‘enjoyment’ and ‘appreciation’, as outlined by Wittgenstein, is defined and applied to the study of poetry. Ways of extending trainees’ understanding and ability to teach poetry are explored. It is concluded that in order to get ‘on the inside of the subject they should (a) be allowed to respond freely to poetry at their own level and (b) be initiated into the kind of skills and knowledge which will enable them to identify the progressive features of poetry itself as well as the instrumental aspects of poetry teaching in the primary school. 相似文献
19.
AbstractThe article describes an experiment in teaching training undertaken in the context of the Masters programme in Teacher Training (for primary school teachers) at the Lisbon College of Education. The training experiment was able to: (1) incorporate mother tongue teaching into the broader curriculum; (2) relate the teaching of texts and the teaching of grammar; and (3) integrate the theoretical and practical dimensions of teacher training. The didactic scheme adopted relies on theoretical assumptions such as the concept of the integrated curriculum, the model of didactic sequence and the principles of socio-discursive interactionism. This training experiment has proved to be particularly useful for all the participants in the process (teachers of the course; trainee teachers; children in the schools; and the form teachers of the classes where the trainees do their practice). As a result of it, there has been a clear improvement in the quality of the teaching provided by our trainees in the domains of writing and grammar. The main advantages of this approach are that: (1) it structures the teaching of writing and grammar; (2) it uses projects to socially contextualize writing tasks; (3) it develops various language skills in an integrated fashion, while at the same time working on different areas of knowledge; and (4) it defines forms of spiral progression. 相似文献
20.
李亚娜 《山西广播电视大学学报》2005,11(5):59-60
“理解正确,译文达意”是衡量翻译作品的标准。针对学生英译汉存在的基础知识不扎实、语法结构不清晰、译风不正和中外文化素养较差等问题,提出了在英语教学中应重视学生对英语基础词汇、语法知识、翻译技巧的掌握、培养一丝不苟的翻译作风和加强中西方文化修养。 相似文献