Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-27T19:29:27.904Z Has data issue: false hasContentIssue false
  • English
  • Français

Bridging the gap: grammar as hypertext

Published online by Cambridge University Press:  16 December 2008

Nicole McBride  and
Karen Seago
Nicole McBride
Affiliation:
University of North London
Karen Seago
Affiliation:
University of North London
Get access Rights & Permissions [Opens in a new window]

Abstract

We argue that grammar is an important element of language learning and that adult learners need a combination of exposure and cognitive learning processes. We addres the pragmatics of reource driven grammar teaching and identify grammar as suitable for independent study if computer based. With reference to a hypertext grammar package developed at the University of North London, we argue that the interactivity of hypertext-based grammar bridges the gap between embedded grammar teaching and theoretical explanation of language. Which allow an intuitive gateway to grammar learning.

Type
Research Article
Information
ReCALL , Volume 9 , Issue 2 , November 1997 , pp. 17 - 25
Copyright
Copyright © European Association for Computer Assisted Language Learning 1997

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Broady, E. (1996) ‘Learner attitudes towards elfdirection’. In Broady, E. and Kenning, M.-M. (eds), Promoting learner autonomy in university language teaching, London: CILT, 215–235.Google Scholar
Ellis, R. (1990) Instructed Second language acquisition, Oxford: Backwell.Google Scholar
Engel, D & Myles, F. (1996) ‘Grammar teaching: the major concerns’. In Engel, D. and Myles, F. (eds), Teaching grammar: persspective in higher education, London: CILT, 9–19.Google Scholar
Fodor, J. (1983) Modularity of Mind, Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Hawkins, R. & Towell, R. (1996) ‘Why teach grammar?’. In Engel, D. and Myles, F. (eds.), Teaching grammar: perspective in higher education, London: CILT, 195–211.Google Scholar
McBride, N. & Seago, K. (1995) ‘Developing grammatical skills for language learners’. In Assiter, A. (ed.), Transferable skills in higher education, London: Kogan Page, 156–163.Google Scholar
McBride, N. & Seago, K. (1996) ‘The A to Z of grammar. An integrated CALL project’, Computer Assisted Language Learning Journal 9 (1), 45–62.CrossRefGoogle Scholar
Ritchie, Wm. C. & Bhatia, Tej K. (1996) Handbook of second language acquisition, San Diego CA: Academic PressGoogle Scholar
Rogers, M. (1996) ‘What's theory got to do with it? Grammar and communication in L2 acquisition’. In Engel, D. and Myles, F. (eds.), Teaching grammar: perspective in higher education, London: CILT, 21–43.Google Scholar
Wode, H. (1981) Learning a second language, an integrated view of language acquisition, Tübingen: Gunter Narr Verlag.Google Scholar