Synchronic and diachronic studies on discourse, lexis and grammar processing
Sofia Bemposta-Rivas, Carla Bouzada-Jabois, Yolanda Fernández-Pena, Tamara Bouso, Yolanda J. Calvo-Benzies and Iván Tamaredo
This volume includes eleven papers pertaining to different areas of linguistics and organised into three sections. Part I contains diachronic studies which cover data from Middle English to Present-Day English and which explore phenomena such as the status of extender tags, the distribution of free adjuncts, post-auxiliary ellipsis, and the use of ‘ephemeral’ concessive adverbial subordinators. Part II comprises studies on grammar and language processing dealing with topics such as the interaction between syntactic and structural complexity and verbal agreement with collective subjects, the influence of distributivity and concreteness on verbal agreement, the interaction of complexity and efficiency in pronoun omission in Indian English and Singapore English, and the methods and approaches used for grammar teaching in modern EFL/ESL textbooks. Finally, Part III revolves around lexis, discourse and pragmatics, with papers that discuss the development of the discoursal representation of social actors in Argentinian newspapers after the military dictatorship, the construction of women’s gender identity through positive and negative emotions in women’s magazines, and spelling-to-sound correspondence on Twitter.
How is grammar presented in modern English textbooks? What can we learn from this? (Tamilla Mammadova)
← 184 | 185 →
TAMILLA MAMMADOVAUniversity of Santiago de Compostela – email@example.com
How is grammar presented in modern English textbooks? What can we learn from this?
The teaching of grammar has always been a question for consideration (Celce-Murcia and Hills 1988) and it is clear that the way it is approached in modern textbooks deserves further analysis since on many occasions textbooks dictate what both teachers and students do in the classroom. However, due to the new tendency of eliminating grammar from textbooks or simply reducing its presence in them (I base on the questionnaires and discussions with students, teachers and linguists held in class, outclass and at conferences), i.e. using implicit or some untraditional (recent) grammar teaching approaches, the representation of grammar in textbooks becomes somewhat more and more vague and unclear.
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.