Pupil preconception as a source of solutions to lingering problems of grammar teaching?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10393706" target="_blank" >RIV/00216208:11410/19:10393706 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=-etVFetc0A" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=-etVFetc0A</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.17239/L1ESLL-2019.19.02.05" target="_blank" >10.17239/L1ESLL-2019.19.02.05</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Pupil preconception as a source of solutions to lingering problems of grammar teaching?

Popis výsledku v původním jazyce

The main aim of the paper is to show pupil language preconception as a fundamental part of L1 teaching. This notion is aligned with the model of educational reconstruction and constructivist principles in education which are the sources of the modern productive culture in education. Based on concrete examples of grammatical subject matter in Czech, the study demonstrates how research into pupil preconceptions can guide teaching grammar so that it is functional, communication-oriented and cognitively challenging. The results of the presented studies show that even primary school pupils possess developed preconceptions of language phenomena, which, however, school education often ignores. This fact is later a potential source of various lingering problems and failures of L1 teaching. The study illustrates (a) how lingering problems of L1 teaching can be linked to the fact that pupils&apos; understanding and thinking about language is mostly neglected, and (b) how it is possible to use language preconceptions as a source for modelling the curriculum of L1 teaching.

Název v anglickém jazyce

Pupil preconception as a source of solutions to lingering problems of grammar teaching?

Popis výsledku anglicky

The main aim of the paper is to show pupil language preconception as a fundamental part of L1 teaching. This notion is aligned with the model of educational reconstruction and constructivist principles in education which are the sources of the modern productive culture in education. Based on concrete examples of grammatical subject matter in Czech, the study demonstrates how research into pupil preconceptions can guide teaching grammar so that it is functional, communication-oriented and cognitively challenging. The results of the presented studies show that even primary school pupils possess developed preconceptions of language phenomena, which, however, school education often ignores. This fact is later a potential source of various lingering problems and failures of L1 teaching. The study illustrates (a) how lingering problems of L1 teaching can be linked to the fact that pupils&apos; understanding and thinking about language is mostly neglected, and (b) how it is possible to use language preconceptions as a source for modelling the curriculum of L1 teaching.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

L1-Educational Studies in Language and Literature

ISSN

1567-6617

e-ISSN

—

Svazek periodika

19

Číslo periodika v rámci svazku

duben

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

24

Strana od-do

1-24

Kód UT WoS článku

000498521500024

EID výsledku v databázi Scopus

2-s2.0-85080881470