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Collaborative Output Task-based Grammar Teaching in High School English Writing Context

Xingyue Wang

Abstract


Grammar is the core of language which directly affects the accuracy and appropriateness of language understanding and
expression. Grammar learning in high school is either lack of interest or full of grammar mistakes in communication. This paper
strive to combine grammar teaching with communicative approach based on context to explore some collaborative output tasks for
implicit grammar teaching in high school English writing context, with its aim to improve students’ grammatical knowledge and
awareness, writing skills and communicative competence.

Keywords


Collaborative output task; Implicit grammar teaching; High school English; Task type

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References


["[1] Fatemeh, M. (2014). The Effectiveness of Collaborative Output Task of Dictogloss in Enhancing EFL learnersu2019 Emotional Intelligence[J]. International Journal of Linguistics.","[2] Li Yanping, Zhu Yushan (2011). English Grammar Teaching from Prototype and Category Theory Point of View [J]. Foreign Language Education, 62-65.","[3] Nassaji, H. , & M. A. Swain. (2000). Vogotskian perspective on corrective feedback: The effect of random versus negotiated help on the learning of English articles[J]. Language Awareness, 34-51.","[4] Schmidt, R. W. (1990). The role of consciousness in second language learning [J]. Applied Linguistics, 129-158."]




DOI: http://dx.doi.org/10.18282/l-e.v10i6.2864

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