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|a com.springer.onix.9783030392574
|b Springer Nature
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|a P121
|b .F67 2020eb
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| 049 |
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|a HCDD
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| 245 |
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|a Formal linguistics and language education :
|b new empirical perspectives /
|c Andreas Trotzke, Tanja Kupisch, editors.
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| 260 |
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|a Cham :
|b Springer,
|c 2020.
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| 300 |
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|a 1 online resource
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|a text
|b txt
|2 rdacontent
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|2 rdamedia
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|a online resource
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|a Educational linguistics,
|x 1572-0292 ;
|v v. 43
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|a Intro -- Contents -- Contributors -- Formal Linguistics and Language Education: Bridging the Gap -- 1 Recent Attempts at Bridging the Gap -- 2 The Contributions -- References -- Part I Conceptual Foundations -- Formal Linguistics and Language Education: A View from Bilingualism Research -- 1 Introduction -- 2 Why Not Before, Why Now? -- 3 Final Words -- References -- Grammatical Concepts for Pedagogical Grammar -- 1 Introduction -- 2 L2 Development and Grammatical Concepts -- 3 Rationale for Grammatical Concepts -- 3.1 Awareness, Language Learning and Language Education
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|a 3.2 Deriving Grammatical Concepts from Formal Grammar -- 4 Grammatical Concepts Illustrated -- 4.1 Pronouns -- 4.1.1 Person and Number Concepts -- 4.1.2 Gender Concept -- 4.1.3 Respect and Formality Concepts -- 5 Conclusions -- References -- Part II Native Language Settings -- Teaching Word Order Variation with a Constraint-Based View on Grammar -- 1 Introduction -- 1.1 Word Order in German -- 1.2 Word Order in Textbooks -- 1.3 Outline -- 2 Word Order in Students' Text: A Quick Corpus Study -- 2.1 Procedure -- 2.2 Results -- 2.2.1 Word Orders Used by the Grade 5/6 Group
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|a 2.2.2 Word Orders Used by the Grade 11-13 Group -- 2.2.3 Comparison -- 3 The OT-View on Word Order Variation in German -- 3.1 Optimality Theory -- 3.2 Constraints on Word Order -- 3.3 Scenarios for Introducing Constraint Interaction -- 3.3.1 Who Can Go First in Traffic? -- 3.3.2 Where to Sit in the Class Room? -- 3.3.3 What to Do on Saturday Evening? -- 4 Word Order Variation in the Curriculum -- 4.1 Fifth Grade -- 4.2 Grade 11-13 -- 5 Conclusion -- References -- Grammar Is Irrelevant -- The Role of Epistemological Beliefs in Students' Learning Success -- 1 Introduction
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|a 2 A Domain-Specific Competence Model -- 2.1 Grammatical Content Knowledge -- 2.2 Epistemological Beliefs -- 2.2.1 A General Model of Epistemological Beliefs -- 2.2.2 Towards Modelling Epistemological Beliefs of German Grammar -- 3 Grammatical Content Knowledge, Beliefs, and Other Variables -- 3.1 Participants -- 3.2 Methods and Procedure -- 3.2.1 The Grammar Test -- 3.2.2 Level of Epistemological Beliefs -- 3.2.3 Motivation, Self-Concept & Learning Strategies -- 3.3 Results -- 4 Discussion & Conclusion -- References
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|a Shaking Students' Beliefs About Grammar: Some Thoughts on the Academic Education of Future Language Teachers -- 1 Introduction -- 2 What Do Students Today Think About Grammar? -- 2.1 Questionnaire 1 -- 2.1.1 The Sample -- 2.1.2 Data Collection -- 2.1.3 Data Interpretation -- 2.2 Questionnaire 2 -- 2.2.1 The Sample -- 2.2.2 Data Collection -- 2.2.3 Data Interpretation -- 2.3 Results and Summary of the Explorative Studies -- 3 How Can We Deal with Students' Beliefs? -- 3.1 Essential Areas of Knowledge About Grammar for Future Language Teachers
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|a This volume focuses on work that has its origin and motivation in formal linguistics and theory-driven research on the acquisition of grammar, and on this basis tries to establish links to language pedagogy, including students and teachers beliefs about what 'grammar actually is. The contributions to this volume cover a wide range of empirical linguistic domains and concern aspects of morphosyntax, including word order, inflectional morphology, article systems, pronouns, compounding patterns, as well as orthography and students general beliefs about grammar. "There are very few volumes which include work for language education by researchers in formal linguistics. This volume does just that, looking at grammar both in terms of the teaching of grammar in general, and with treatment of specific areas of grammar. As such it is a welcome contribution to our understanding of language education, and the role of grammar in language teaching." (Melinda Whong, The Hong Kong University of Science and Technology, Hong Kong)
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|a Linguistics.
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|a Language and languages
|x Study and teaching.
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|a linguistics.
|2 aat
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| 650 |
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|a 17.41.
|2 bcl
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| 650 |
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|a Teacher training.
|2 bicssc
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| 650 |
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|a Language: reference & general.
|2 bicssc
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| 650 |
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|a Language teaching & learning (other than ELT)
|2 bicssc
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|a Education
|x Professional Development.
|2 bisacsh
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|a Language Arts & Disciplines
|x Linguistics
|x General.
|2 bisacsh
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|a Education
|x Language Experience Approach.
|2 bisacsh
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|a Linguistics
|2 fast
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|a Language and education
|2 fast
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|a Language and languages
|x Study and teaching
|2 fast
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|a Teaching
|2 fast
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|a Trotzke, Andreas.
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| 700 |
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|a Kupisch, Tanja.
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| 776 |
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|i Print version:
|z 3030392562
|z 9783030392567
|w (OCoLC)1130899675
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| 830 |
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|a Educational linguistics ;
|v v. 43.
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| 856 |
4 |
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|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-030-39257-4
|y Click for online access
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|a SPRING-ED2020
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|a 92
|b HCD
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