Abstract

Traditional L1 grammar teaching focuses on students’ learning the correct grammar rules rather than learning how to deal with grammatical issues in real life. This is mainly due to the fact that traditional grammar education suggests that language consists of sentences which are well-formed according to a fixed prescriptive norm. However, language is messy (especially spoken language), and even the analysis of written language is often unclear and controversial. Students generally do not learn how to deal with the differences between the prescriptive norms taught at school, language in real language situations, and their own language intuitions. They are not taught how to develop a more reflective attitude to tackle ill-structured language issues. Such a reflective attitude could be stimulated by a pedagogical approach to grammar that addresses higher order cognitive thinking skills and teaches students how to consult language resources. In this paper we combine a cognitive learning model with a reflective development model into a pedagogical template aimed at stimulating both cognitive learning and reflective development.

摘要

传统的L1语法教学侧重于学生学习正确的语法规则，而不是学习如何处理现实生活中的语法问题。这主要是因为传统的语法教育认为语言是由按照固定的规范规范形成良好的句子组成的。然而，语言是杂乱无章的（尤其是口语），甚至对书面语言的分析也常常是不清楚和有争议的。学生通常不会学习如何处理学校教授的规范规范、真实语言环境中的语言以及他们自己的语言直觉之间的差异。他们没有被教导如何培养一种更具反思性的态度来解决结构不良的语言问题。这种反思态度可以通过语法教学方法来激发，该方法解决高阶认知思维技能并教学生如何查阅语言资源。在本文中，我们将认知学习模型与反思发展模型结合成一个教学模板，旨在刺激认知学习和反思发展。