Etherington, S and Burgess, JE 2002, 'Focus on grammatical form: explicit or implicit?' , System, 30 (4) , pp. 433-458.

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Abstract

Grammar teaching has been and continues to be an area of some controversy and debate have led to the emergence of a new classroom option for language teachers: that of Focus on Form (as opposed to Focus on Meaning or Focus on FormS). Against this background of ‘interesting times’ for grammar teaching, this paper reports research into teachers' attitudes to grammar and its teaching and learning within an EAP context. Responses from 48 EAP teachers in British university language centres produced both quantitative and qualitative data. Results indicate that the majority of teachers in this study appreciate the value of grammar for their students and possess a sophisticated understanding of the problems and issues involved. There is evidence to support a favourable attitude to Focus on Form approaches among this group. A further finding concerns the importance of student characteristics, needs and wishes in influencing teachers' classroom actions in relation to grammar.

Item Type:	Article
Uncontrolled Keywords:	Explicit, form, grammar, implicit
Themes:	Subjects / Themes > L Education > LB Theory and practice of education Subjects / Themes > P Language and Literature > PE English Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education Memory, Text and Place Subjects outside of the University Themes
Schools:	Colleges and Schools > College of Arts & Social Sciences > School of Humanities, Languages & Social Sciences > Centre for Linguistics and Applied Linguistics Colleges and Schools > College of Arts & Social Sciences Colleges and Schools > College of Arts & Social Sciences > School of Humanities, Languages & Social Sciences
Journal or Publication Title:	System
Publisher:	Elsevier
Refereed:	Yes
ISSN:	0346251X
Funders:	Non funded research
Depositing User:	H Kenna
Date Deposited:	20 Jan 2009 09:47
Last Modified:	17 Jan 2013 11:12
URI:	http://usir.salford.ac.uk/id/eprint/1173

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