A Cognitive ESL/EFL Grammar Lesson
This paper aims at a cognitive approach to the specific grammar instruction about ‘Conditional Sentences 1-2-3 in English’. In this investigation, the emphasis is put on the lesson protocol analysis, a fundamental methods of cognitive research. The lesson protocol doesn’t account for the teacher’s or the students’ outward classroom behavior. Basically, so to speak, this protocol analysis becomes a task analysis including as many observations as possible, made by the teacher, about the lesson planning and classroom teaching, the lesson content, and the material used for this lesson. The task analysis focuses on several crucial issues such as: classroom teaching as an ill-structured problem; task environment created as instructional environment; the students’ learning process, etc.. The more practical implication of this study about the ‘Conditional Sentences’ has to do with the improvement of the grammar teaching method, traditionally called cognitive or translation method. It should help students to study grammar in a more active-interactive way so that grammar instruction might change in a significant way and become more and more student-centred, dialogue-oriented.Key words: Cognitive Approach; Instruction; Conditional Clauses
- There are currently no refbacks.
If you have already registered in Journal A and plan to submit article(s) to Journal B, please click the CATEGORIES, or JOURNALS A-Z on the right side of the "HOME".
We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases: email@example.com; firstname.lastname@example.org; email@example.com
Copyright © 2010 Canadian Academy of Oriental and Occidental Culture
Address: 758, 77e AV, Laval, Quebec, H7V 4A8, Canada
Telephone: 1-514-558 6138
E-mail: firstname.lastname@example.org; email@example.com; firstname.lastname@example.org