12/16/2023 0 Comments German grammar in contextTeachers may refer to texts such as Learner English (Swan & Smith, 2001) in order to inform themselves about the key grammatical features of the languages spoken by students in their class. Other EAL/D students may have experienced interrupted schooling as a result of war and political unrest in their home countries but have moved around and lived in various camps where English and various other languages were spoken.Īs with all teaching, it is important to assess students' prior knowledge and determine their point of need. Some parents may introduce English much earlier in their children’s lives through private English language schools, tutoring, or short trips to English speaking countries. Some students come from countries where English may be an official language, or a language of schooling from Year 3. They may be highly receptive towards explicit grammar instruction in meaningful contexts.Īll EAL/D learners have different experiences of English. On the other hand, EAL/D learners may also be acutely aware that there are grammatical differences between English and their home language. Thus, EAL/D learners may be unfamiliar with a particular form or may make meaning in a different way. In Indonesian, pluralisation can occur by doubling the noun (buku-buku saya - my books) while plural forms do not exist in Mandarin. For example, in English plural nouns are typically marked with 's' or 'es' as in 'girls' and 'daisies'. Grammatical features will differ across students’ languages. As they learn English and continue to develop proficiency in their home languages, EAL/D students typically have a well-developed sense of how language works (metalinguistic awareness). EAL/D learners and grammarĮAL/D students do not come as ‘blank slates’ and have, either explicitly or implicitly, developed some form of understanding of grammar in English or their home languages. 11) which supports linguistic decision making (Myhill, Jones, & Watson, 2016). This requires development of metalinguistic awareness, that is, ‘grammatically informed knowledge about language’ (Macken-Horarik, Love & Unsworth 2011, p. Students in the primary school need to be taught about ways in which language opens up ‘a repertoire of infinite possibilities’ as they compose increasing complex texts (Myhill, Lines and Watson, 2012, p. Teaching about the generic structure of a text is not enough. 30).Ī view of grammar as a resource for meaning has long been a focus in Australia and implemented particularly through genre-based pedagogy (see for example Christie, 2002 Christie & Derewianka, 2008 Rose & Martin, 2012 Rothery, 1989, 1994). ![]() Rather, a writing curriculum which draws attention to the grammar of writing in an embedded and purposeful way at relevant points in the learning is a more positive way forward. Principles underpinning teaching about languageĭecontextualised teaching of grammar which addresses the identification and labelling of word classes and syntactical structures is not helpful in improving writing.It is suitable for both classroom use and independent study. ![]() German Grammar in Context will be an essential resource for intermediate to advanced students of German. Updated texts with current newspaper and magazine articles and new extracts from digital media such as chatrooms or blogs Inclusion of a wide-ranging selection of sources and topics to further students’ engagement with issues relevant to contemporary Germany and Austria Clear and user-friendly coverage of grammar, aided by a list of grammatical terms A wide variety of inventive exercises designed to thoroughly build up grammatical understanding, vocabulary acquisition and effective comprehension and communication skills Helpful 'keyword boxes' translating difficult vocabulary in the texts A recommended reading section offering advice on additional grammar resources and website links A range of exercises follow at the end of the chapter, helping students to reinforce and test their understanding, and an answer key is also provided at the back of the book. Each chapter opens with a real-life extract from a German newspaper, magazine, poem, book or internet source and uses this text as the starting point for explaining a particular key area of German grammar. German Grammar in Context presents an accessible and engaging approach to learning grammar.
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