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| Autor/inn/en | Healey, Brett; Gardner, Paul |
|---|---|
| Titel | Explicit Embodiment of Narrative Worlds: A Case Study of Student-Teacher Concept-Led Grammar Conferencing for Writing |
| Quelle | In: Language Awareness, 32 (2023) 2, S.342-362 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Healey, Brett) ORCID (Gardner, Paul) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0965-8416 |
| DOI | 10.1080/09658416.2022.2092122 |
| Schlagwörter | Grammar; Metalinguistics; Conferences (Gatherings); Writing (Composition); Grade 5; Foreign Countries; Creative Writing; Language Usage; Discussion (Teaching Technique); Elementary School Teachers; Elementary School Students; Hong Kong |
| Abstract | The abstract nature of grammar makes metalinguistic thinking a challenge for both teachers and students. However, it is suggested writing conferences in which students are encouraged to reflect on grammatical choices and their impact on meaning may be an effective means to develop metalinguistic awareness. This paper draws on cognitive linguistics and mentor texts to investigate what impact a concept-led, dialogic approach to grammar teaching has in the context of student-teacher discussions. By means of writing conferences between a teacher and three Year Five students, the paper explores how students made effective grammatical choices, as a result of metalinguistic dialogue with their teacher. Six concepts, scope, action chains, deixis, attentional windowing, fictive motion, and figure and ground, provided the explicit foci for imagining narrative scenes and appropriate grammatical choices. The findings suggest these concepts may have an enduring effect on students' ability to make independent and creative choices in their writing. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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