{"title":"为中学老师辩护?一位研究生教育证书导师对这场语法大辩论的反应","authors":"Carole Gray","doi":"10.1080/09571739985200081","DOIUrl":null,"url":null,"abstract":"This article approaches the Great Grammar Debate from the perspective of a PGCE tutor working closely with schools in a partnership course. Pressures in school to achieve good grades for the league tables militate against a long term view of language teaching and learning; however, the views of a range of teacher mentors and student teachers are analysed to demonstrate that grammar teaching is seen to be vital and that a common approach can be identified.","PeriodicalId":46554,"journal":{"name":"Language Learning Journal","volume":"19 1","pages":"40-45"},"PeriodicalIF":2.2000,"publicationDate":"1999-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09571739985200081","citationCount":"3","resultStr":"{\"title\":\"In defence of the secondary teacher? A PGCE tutor's reaction to the great grammar debate\",\"authors\":\"Carole Gray\",\"doi\":\"10.1080/09571739985200081\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article approaches the Great Grammar Debate from the perspective of a PGCE tutor working closely with schools in a partnership course. Pressures in school to achieve good grades for the league tables militate against a long term view of language teaching and learning; however, the views of a range of teacher mentors and student teachers are analysed to demonstrate that grammar teaching is seen to be vital and that a common approach can be identified.\",\"PeriodicalId\":46554,\"journal\":{\"name\":\"Language Learning Journal\",\"volume\":\"19 1\",\"pages\":\"40-45\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"1999-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/09571739985200081\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Learning Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/09571739985200081\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/09571739985200081","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
In defence of the secondary teacher? A PGCE tutor's reaction to the great grammar debate
This article approaches the Great Grammar Debate from the perspective of a PGCE tutor working closely with schools in a partnership course. Pressures in school to achieve good grades for the league tables militate against a long term view of language teaching and learning; however, the views of a range of teacher mentors and student teachers are analysed to demonstrate that grammar teaching is seen to be vital and that a common approach can be identified.
期刊介绍：
The Language Learning Journal (LLJ) provides a forum for scholarly contributions on current aspects of foreign language and teaching. LLJ is an international, peer-reviewed journal that is intended for an international readership, including foreign language teachers, language teacher educators, researchers and policy makers. Contributions, in English, tend to assume a certain range of target languages. These are usually, but not exclusively, the languages of mainland Europe and ‘Community Languages’; other languages, including English as a foreign language, may also be appropriate, where the discussion is sufficiently generalisable. The following are key areas of interest: -Relationships between policy, theory and practice- Pedagogical practices in classrooms and less formal settings Foreign language learning/teaching in all phases, from early learners to higher and adult education- Policy and practice in the UK and other countries- Classroom practice in all its aspects- Classroom-based research- Methodological questions in teaching and research- Multilingualism and multiculturalism- New technologies and foreign languages
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