Open AccessBook
Grammar for English Language Teachers
Martin Parrott
- 29 Jan 2010
TL;DR: Grammar for English Language Teachers is designed to help practising and trainee teachers to develop their knowledge of English grammar systems and evaluates the 'rules of thumb' presented to learners in course materials.
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Abstract: An invaluable resource helping teachers at all levels of experience to develop their understanding of English grammar. Grammar for English Language Teachers is designed to help practising and trainee teachers to develop their knowledge of English grammar systems. It encourages teachers to appreciate factors that affect grammatical choices, and evaluates the 'rules of thumb' presented to learners in course materials. Consolidation exercises provide an opportunity for teachers to test these rules against real language use and to evaluate classroom and reference materials.
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Citations
•Dissertation
Now you hear it, now you don’t: L1 and L2 perception of regular past –ed in naturalistic input
Lauren Strachan
- 31 Aug 2016
TL;DR: The authors investigated whether L2 learners and native (L1) speakers of English perceive regular past-ed in naturalistic input, whether phonological context (easy allomorph [d] or hard allomorphs [t, d]) impacts perception, and whether language exposure and use are related to increased confidence or perceptual accuracy.
Оптимизация обучения английской грамматике: от правил к разумному осмыслению
И. Н. Кошелева
- 25 Apr 2018
TL;DR: The conclusion is that the approach in question gives a more precise description of the meaning or use of grammatical constructions, which allows one to understand native speakers’ logic and intentions, which significantly facilitates intercultural communication.
A elaboração de uma atividade didática de língua inglesa direcionada por dados de aprendizes
William Danilo Garcia,Paula Tavares Pinto +1 more
- 01 May 2020
TL;DR: In this paper, the authors present a task designed to assist undergraduate students from a language teaching course in their process of learning English as a Foreign Language (EFL) by compiling their free compositions in a learner corpus in order to analyze how these students use some prepositions in English.
The acquisition of English modal constructions: a corpus-based analysis
TL;DR: This article examined the influence of form-function mapping frequency and the number of functions a modal signifies on language acquisition and found that children were more likely to produce frequent modals and form function mappings of their input but modals with fewer functions in caregiver speech did not promote acquisition of these forms.
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