Grammar consciousness-raising tasks vs traditional grammar lessons for developing explicit knowledge and accuracy
Author
Source
Issue
Vol. 2007, Issue 28ب (31 Dec. 2007), pp.67-83, 17 p.
Publisher
Publication Date
2007-12-31
Country of Publication
Algeria
No. of Pages
17
Main Subjects
Educational Sciences
Languages & Comparative Literature
Topics
Abstract AR
يسعى هذا المقال إلى مقارنة الآثار المترتبة عن استعمال مقاربتين مختلفتين في تدريس قواعد الأزمنة الإنجليزية : مقاربة " المهام النحوية التحسيسية " و مقاربة " القواعد التقليدية "، و ذلك من حيث قدرتهما على تنمية المعرفة الجلية و الدقة النحوية، و قد بينت الدراسة أن المقاربة الحديثة أنفع للطلبة من القواعد التقليدية.
Abstract EN
This article attempts to compare the effects ‘Grammar Consciousness-Raising Tasks’ and ‘Traditional Grammar lessons’ on the acquisition of English tenses in terms of gains in explicit knowledge and grammatical accuracy.
The study shows that the results of the students who follow the innovative materials overwhelm those who follow the traditional grammar lessons.
American Psychological Association (APA)
Mumani, Ahmad. 2007. Grammar consciousness-raising tasks vs traditional grammar lessons for developing explicit knowledge and accuracy. Revue Sciences Humaines،Vol. 2007, no. 28ب, pp.67-83.
https://search.emarefa.net/detail/BIM-444653
Modern Language Association (MLA)
Mumani, Ahmad. Grammar consciousness-raising tasks vs traditional grammar lessons for developing explicit knowledge and accuracy. Revue Sciences Humaines No. 28ب (Dec. 2007), pp.67-83.
https://search.emarefa.net/detail/BIM-444653
American Medical Association (AMA)
Mumani, Ahmad. Grammar consciousness-raising tasks vs traditional grammar lessons for developing explicit knowledge and accuracy. Revue Sciences Humaines. 2007. Vol. 2007, no. 28ب, pp.67-83.
https://search.emarefa.net/detail/BIM-444653
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 81-83
Record ID
BIM-444653