Literature review: the theoretical underpinning of dictogloss
Year: 2010
Type: article
Abstract: ＊Within the predominant paradigm of communicative language teaching (CLT) it has been judged that attention should be placed on helping learners to communicate genuinely, spontaneously and meaningfully in the second language and for teachers to move beyond the mere teaching of rules, structures and definitions (Brown, 2000). In today’ s terms, (CLT) guides pedagogy to focus on conveying and transmitting of ‘meaning’ and to a lesser degree ‘form’ and ‘use’ . However, what the role of a L2 teacher should be in a communicative classroom is far from being settled. Of particular interest for students, and teacheres alike, is in the area of grammar instruction. In comparison to other research topics, grammar instruction has been the primary
Author: Michael A. Stockwell
Language: Japanese
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W621353409