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The purpose of this study was to analyze the grammar practice activities used in 14 recently published pre-intermediate and intermediate English language teaching textbooks. More specifically, this study analyzed the types of grammar practice activities that occurred, the order of such types, and the prevalence and composition of interrelated series of grammar practice activities. Results indicate that mechanical activities were less common than the other controlled alternative, meaningful activities, and also the least common type overall. Also, the results show that pre-communicative grammar practice activities were the most numerous grammar practice activities and comprised approximately 40% of all grammar practice activities. Additionally, it was found that grammar practice activities generally progressed from form-focused grammar practice activities to meaning-focused grammar practice activities. Last, it was found that multiple series of interrelated grammar practice activities were present with 54 distinct series appearing across the 42 lessons examined, and comprised almost half of all 246 grammar practice activities recorded as well.

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권호기사 목록 테이블로 기사명, 저자명, 페이지, 원문, 기사목차 순으로 되어있습니다.
기사명 저자명 페이지 원문 목차
Grammar practice activities in ELT textbooks : types, order, and interrelated series Andrew Garth p. 3-28

(The) writing-to-learn dimension of L2 writing : towards rhetorical hybridity and flexibility Myung-Hye Huh p. 29-52

Resisting native-speakerism in international learning exchange between North Korean refugee students and American university students Eun-Young Jang, Eun-Yong Kim, Shin Ji Kang p. 53-78

AI-integrated mobile-assisted language learning : is it an effective way of preparing for the TOEIC test in classroom environments? Na-Young Kim p. 79-102

Getting ready for teaching in the pandemic era : action research on integrating ICT course with training and online teaching practice Yoo-Jean Lee p. 103-131

L2 learners' cognitive and behavioral engagement with written corrective feedback Ji-Hyun Park, Soojin Ahn p. 133-152

Machine translation errors and L2 learners' correction strategies by error type and English proficiency Chae Won Yoon, Yuah V. Chon p. 153-175

참고문헌 (27건) : 자료제공( 네이버학술정보 )

참고문헌 목록에 대한 테이블로 번호, 참고문헌, 국회도서관 소장유무로 구성되어 있습니다.
번호 참고문헌 국회도서관 소장유무
1 Aski, J. (2003). Foreign language textbook activities: Keeping pace with second language acquisition research. Foreign Language Annals, 36(1), 57-65. 미소장
2 Aski, J. (2005). Alternatives to mechanical drills for the early stages of language practice in foreign language textbooks. Foreign Language Annals, 38(3), 333-343. 미소장
3 Brown, D. (2014). The power and authority of materials in the classroom ecology. The Modern Language Journal, 98(2), 658–661. 미소장
4 Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). White Plains, NY: Longman. 미소장
5 Celce-Murcia, M., & Hilles, S. (1988). Techniques and resources in teaching grammar. Oxford, England: Oxford University Press. 미소장
6 DeKeyser, R., & Criado, R. (2013a). Automatization, skill acquisition, and practice in second language acquisition. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 323–331). Oxford, England: Wiley-Blackwell. 미소장
7 DeKeyser, R., & Criado, R. (2013b). Practice in second language instruction. In C. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 4501–4504). Oxford, England: Wiley-Blackwell. 미소장
8 Gómez-Rodríguez, L. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educación y Educadores, 13(3), 327-346. 미소장
9 Han, Y.-J. (2013). An analysis of ELT textbooks: Methodological options in grammar teaching materials. Journal of Language Sciences, 20(3), 175-196. 미소장
10 Harmer, J. (2007). How to teach English (2nd ed.). Harlow, England: Pearson. 미소장
11 Jones, H., & Berlis, M. (2019). Roadmap B1. Harlow, England: Pearson. 미소장
12 Krants, C., & Norton, J. (2015). Navigate B1 pre-intermediate. Oxford, England: Oxford University Press. 미소장
13 Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamon. 미소장
14 McCarthy, M., McCarten, J., & Sandiford, H. (2014). Touchstone 4 (2nd ed.). Oxford, England: Oxford University Press. 미소장
15 Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York: Routledge. 미소장
16 Nitta, R., & Gardner, S. (2005). Consciousness-raising and practice in ELT coursebooks. ELT Journal, 56(1), 3-13. 미소장
17 Paulston, C. (1970). Structural pattern drills: A classification. Foreign Language Annals, 4(2), 187-193. 미소장
18 Paulston, C., & Bruder, M. (1976). Teaching English as a second language: Techniques and procedures. Cambridge, MA: Winthrop Publishers. 미소장
19 Richards, J. (2017). Interchange 2 (5th ed.). Cambridge, England: Cambridge University Press. 미소장
20 Richards, J., & Bohlke, D. (2018). Four corners 3 (2nd ed.). Cambridge, England: Cambridge University Press. 미소장
21 Thornbury, S. (1999). How to teach grammar. Harlow, England: Pearson. 미소장
22 Thornbury, S. (2006). An A-Z of ELT. Oxford, England: Macmillan. 미소장
23 Ur, P. (2012). A course in language teaching: Practice and theory (2nd ed.). Cambridge, England: Cambridge University Press. 미소장
24 Ur, P. (2016). Grammar practice. In E. Hinkel (Ed.), Teaching English grammar to speakers of other languages (pp. 109-127). New York: Routledge. 미소장
25 Vogel, S., Herron, C., Cole, S., & York, H. (2011). Effectiveness of a guided inductive versus a deductive approach on the learning of grammar in the intermediate‐level college French classroom. Foreign Language Annals, 44(2), 353-380. 미소장
26 Voldt, E. (2020). Meaningful and contextualised grammar instruction: What can foreign language textbooks offer? The Language Learning Journal, 48(2), 133-147. 미소장
27 Wong, W., & VanPatten, B. (2003). The evidence is IN: Drills are OUT. Foreign Language Annals, 36(3), 403-423. 미소장

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