9782807614468 - Research and teaching at the intersection: Navigating the territory of grammar and writing in the context of metalinguistic activity (GRAMM-R, Band 50) (17 Ergebnisse)

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Paperback. Zustand: new. Paperback. The studies included in this volume describe the process embedded in learning to write in Language Arts, as well as in teaching it and assessing it, focusing on the metalinguistic activity triggered in this process. Because of the latter, they also examine students grammar concepts and the process of learning and teaching grammar. These four objectives are included in the overarching objective of elaborating a theoretical frame that accounts for metalinguistic activity as a social and cognitive activity oriented towards the learning of language use. A qualitative, descriptive, and interpretative perspective is adopted, based on case study and action-research; also, the tenets of sociocultural psychology, contributions from cognitive psychology and functional linguistics, and pedagogic studies concerned with peer and small group interaction in dealing with classroom complexity. The chapters result from the necessary collaboration between researchers and teachers, who contribute their specic knowledge both to the design as well as to the monitoring and analysis of the results of the dierent projects. We believe that the interest of the book lies precisely in this diversity. This book highlights "the remarkable epistemological, theoretical and methodological coherence of the research program in language teaching conducted by GREAL research group over the past three decades." (Jean-Paul Bronckart, from the "Foreword"). The case studies included in this volume describe the process embedded in learning to write in Language Arts, focusing on the metalinguistic activity triggered in this process, as well as on students grammar concepts and the process of learning and teaching grammar. They result from the collaboration between researchers and teachers. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The studies included in this volume describe the process embedded in learning to write in Language Arts, as well as in teaching it and assessing it, focusing on the metalinguistic activity triggered in this process. Because of the latter, they also examine students' grammar concepts and the process of learning and teaching grammar. These four objectives are included in the overarching objective of elaborating a theoretical frame that accounts for metalinguistic activity as a social and cognitive activity oriented towards the learning of language use. A qualitative, descriptive, and interpretative perspective is adopted, based on case study and action-research; also, the tenets of sociocultural psychology, contributions from cognitive psychology and functional linguistics, and pedagogic studies concerned with peer and small group interaction in dealing with classroom complexity. The chapters result from the necessary collaboration between researchers and teachers, who contribute their specific knowledge both to the design as well as to the monitoring and analysis of the results of the di erent projects. We believe that the interest of the book lies precisely in this diversity. This book highlights 'the remarkable epistemological, theoretical and methodological coherence of the research program in language teaching conducted by GREAL research group over the past three decades.' (Jean-Paul Bronckart, from the 'Foreword').

Taschenbuch. Zustand: Neu. Research and teaching at the intersection | Navigating the territory of grammar and writing in the context of metalinguistic activity | Anna Camps (u. a.) | Taschenbuch | 676 S. | Englisch | 2020 | Peter Lang | EAN 9782807614468 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu.

Paperback. Zustand: New.

Paperback. Zustand: new. Paperback. The studies included in this volume describe the process embedded in learning to write in Language Arts, as well as in teaching it and assessing it, focusing on the metalinguistic activity triggered in this process. Because of the latter, they also examine students grammar concepts and the process of learning and teaching grammar. These four objectives are included in the overarching objective of elaborating a theoretical frame that accounts for metalinguistic activity as a social and cognitive activity oriented towards the learning of language use. A qualitative, descriptive, and interpretative perspective is adopted, based on case study and action-research; also, the tenets of sociocultural psychology, contributions from cognitive psychology and functional linguistics, and pedagogic studies concerned with peer and small group interaction in dealing with classroom complexity. The chapters result from the necessary collaboration between researchers and teachers, who contribute their specic knowledge both to the design as well as to the monitoring and analysis of the results of the dierent projects. We believe that the interest of the book lies precisely in this diversity. This book highlights "the remarkable epistemological, theoretical and methodological coherence of the research program in language teaching conducted by GREAL research group over the past three decades." (Jean-Paul Bronckart, from the "Foreword"). The case studies included in this volume describe the process embedded in learning to write in Language Arts, focusing on the metalinguistic activity triggered in this process, as well as on students grammar concepts and the process of learning and teaching grammar. They result from the collaboration between researchers and teachers. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Taschenbuch. Zustand: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -The studies included in this volume describe the process embedded in learning to write in Language Arts, as well as in teaching it and assessing it, focusing on the metalinguistic activity triggered in this process. Because of the latter, they also examine students' grammar concepts and the process of learning and teaching grammar. These four objectives are included in the overarching objective of elaborating a theoretical frame that accounts for metalinguistic activity as a social and cognitive activity oriented towards the learning of language use. A qualitative, descriptive, and interpretative perspective is adopted, based on case study and action-research; also, the tenets of sociocultural psychology, contributions from cognitive psychology and functional linguistics, and pedagogic studies concerned with peer and small group interaction in dealing with classroom complexity. The chapters result from the necessary collaboration between researchers and teachers, who contribute their specific knowledge both to the design as well as to the monitoring and analysis of the results of the di erent projects. We believe that the interest of the book lies precisely in this diversity. This book highlights 'the remarkable epistemological, theoretical and methodological coherence of the research program in language teaching conducted by GREAL research group over the past three decades.' (Jean-Paul Bronckart, from the 'Foreword'). 676 pp. Englisch.

Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The case studies included in this volume describe the process embedded in learning to write in Language Arts, focusing on the metalinguistic activity triggered in this process, as well as on students grammar concepts and the process of learning and teac.

Taschenbuch. Zustand: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The studies included in this volume describe the process embedded in learning to write in Language Arts, as well as in teaching it and assessing it, focusing on the metalinguistic activity triggered in this process. Because of the latter, they also examine students¿ grammar concepts and the process of learning and teaching grammar. These four objectives are included in the overarching objective of elaborating a theoretical frame that accounts for metalinguistic activity as a social and cognitive activity oriented towards the learning of language use. A qualitative, descriptive, and interpretative perspective is adopted, based on case study and action-research; also, the tenets of sociocultural psychology, contributions from cognitive psychology and functional linguistics, and pedagogic studies concerned with peer and small group interaction in dealing with classroom complexity. The chapters result from the necessary collaboration between researchers and teachers, who contribute their speci¿c knowledge both to the design as well as to the monitoring and analysis of the results of the di¿erent projects. We believe that the interest of the book lies precisely in this diversity. This book highlights 'the remarkable epistemological, theoretical and methodological coherence of the research program in language teaching conducted by GREAL research group over the past three decades.' (Jean-Paul Bronckart, from the 'Foreword').Books on Demand GmbH, Überseering 33, 22297 Hamburg 676 pp. Englisch.