Bibliographic record
Abstract
Grammar teaching has long been considered an important area of second language (L2) learning. It is also, arguably, one of the most challenging as teachers grapple with abstract concepts and complex structures assembled to express meaning across a range of contexts. Despite a wealth of research concerned with grammar teaching and learning, little is known about how teachers experience the challenges and how they develop the skills to meet them in the classroom context. This study addresses these questions in the adult ESL classroom in Ontario. Drawing on theorizing and research in teacher cognition, the study explored grammar teaching from the perspective of the teacher. Through semi-structured interviews, 10 ESL teachers shared their personal and professional experiences, described their classroom practice, and discussed reasons for their pedagogical choices. The findings suggest that how teachers perceive the demands and affordances of their individual teaching contexts plays a role in the pedagogical choices they make. The study highlights teachers’ perceived challenges and professional learning related to teaching grammar and underscores the need for a collective response to these challenges, one that involves investment from language teacher educators, employers, and professional associations, and a reflective, informed role for teachers. L’enseignement de la grammaire est depuis longtemps considéré comme un domaine important de l’apprentissage d’une langue seconde. Il s’agit aussi, sans doute, d’un des domaines qui présentent des défis considérables, car les enseignants font face à des concepts abstraits et des structures complexes construites pour exprimer le sens dans un large éventail de contextes. Malgré l’abondance de recherches sur l’enseignement et l’apprentissage de la grammaire, on sait peu sur la façon dont les enseignants vivent ces défis et développent les compétences nécessaires pour les relever dans le contexte de la classe. Cette étude aborde ces questions dans le contexte d’une classe d’anglais langue seconde (ALS) pour adultes en Ontario. En s’inspirant des théories et de la recherche sur la cognition des enseignants, l’étude a exploré l’enseignement de la grammaire de la perspective de l’enseignant. Dans le cadre d’entretiens semi-dirigés, dix enseignants d’ALS ont fait part de leurs expériences personnelles et professionnelles, décrit leur pratique en classe et discuté des raisons de leurs choix pédagogiques. Les résultats suggèrent que la façon dont les enseignants perçoivent les exigences et les possibilités de leurs contextes d’enseignement individuels joue un rôle dans les choix pédagogiques qu’ils font. L’étude met en évidence les défis perçus par les enseignants et leur apprentissage professionnel liés à l’enseignement de la grammaire et souligne la nécessité d’une réponse collective à ces défis, qui implique un investissement de la part des formateurs d’enseignants de langues, des employeurs, des associations professionnelles, ainsi qu’un rôle réflexif et informé des enseignants.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.023 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.005 |
| Scholarly communication | 0.004 | 0.005 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.042 | 0.025 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".