Teaching French Grammar in Context

Something needs to be done about grammar.” Katz and Blyth have written this book with the hope of changing the way French instructors teach and conceive of grammar.

Teaching French Grammar in Context

?Something needs to be done about grammar.” Katz and Blyth have written this book with the hope of changing the way French instructors teach and conceive of grammar. Intended to help teachers and teacher trainers develop an understanding of French discourse that is grounded in recent theoretical and sociolinguistic research, this book is devoted to informing teachers-in-training, as well as experienced teachers, about cutting-edge methods for teaching grammar. It also describes the grammatical features of the French language in its social context. At the same time, it provides suggestions for applying such abstract knowledge in practical pedagogical ways, for example, how to structure grammatical explanations, devise classroom activities, and take advantage of resources that give students greater exposure to French as it is truly used in various discourse environments.

Perspectives on Linguistic Structure and Context

2000b. “Categories of C'est-Cleft Constructions.” Revue Canadienne de Linguistique, 45 (3/4): 1001–1021. Katz, Stacey L., and Carl Blyth. 2007. Teaching French Grammar in Context: Theory and Practice. New Haven: Yale University Press.

Perspectives on Linguistic Structure and Context

In this tribute to Knud Lambrecht, a pioneer of Information Structure, a diverse group of scholars examines the intersection of syntax, discourse, pragmatics, and semantics. The six chapters in the first section of the volume consider issues of grammar with new theoretical and applied insights, pertaining to grammatical constructions such as left dislocation, unaccusatives, null complements, and passives. While the first half of the book presents studies involving a range of languages from Russian to Irish to Italian, the second section is dedicated to papers focused on French. These five chapters feature the application of Construction Grammar and/or Information Structure frameworks to prosody and second language processing, as well as to several distinctive spoken French constructions: clefts, left dislocations, and interrogatives. Collectively, this book offers substantial reading for those interested in the juncture of structure and context, notably a critical take on the important legacy of a preeminent linguist.

International Journal of Applied Linguistics English Literature

Current trends in the development and teaching of the four language skills. ... Investigating experienced ESL teachers' pedagogical knowledge, The Modern Language Journal, 83(1), 35-50. ... Teaching French Grammar in Context.

International Journal of Applied Linguistics   English Literature


Grammar and the Chinese ESL Learner

Teaching French grammar in context: Theory and practice. New Haven, CT: Yale University Press. Keenan, E. L., & Comrie, B. (1977). Noun phrase accessibility and Universal Grammar. Linguistic Inquiry, 8, 63–99. Kharma, N. (1981).

Grammar and the Chinese ESL Learner


Perspectives on Teaching Language and Content

Teaching French Grammar in Context: Theory and Practice. New Haven: Yale University Press. Kaufman, Julia H., and Christian D. Schunn. 2011. “Students' Perceptions about Peer Assessment for Writing: Their Origin and Impact on Revision ...

Perspectives on Teaching Language and Content

An overview of current issues and developments in foreign language education, designed for instructors of language, literature, and culture at any stage of their careers A contemporary guide to language teaching, this book presents the latest developments and issues in the field of applied linguistics. Written by scholars with expertise in theoretical linguistics, literary and cultural studies, and education, the book encourages readers to examine their beliefs about language teaching and to compare these perspectives with the tenets of current research-supported frameworks and approaches. It also leads instructors to make vital connections between theory and practice while linking language and content pedagogy so that they may develop innovative lesson plans, classroom activities, and course materials that align with the specific contexts in which they teach. Serving as a textbook for teaching methods courses, as well as a reference for instructors with varying levels of experience and diverse specializations, the book is applicable to all levels of instruction and provides guidelines and models that prepare instructors to teach in a rapidly evolving field.

Innovative Research and Practices in Second Language Acquisition and Bilingualism

Grammar acquisition andprocessing instruction: Secondary and cumulative eflects. Bristol, UK: Multilingual Matters. ... Structured input: Grammarfor the acquisition-oriented classroom. ... Teaching French grammar in context.

Innovative Research and Practices in Second Language Acquisition and Bilingualism

This volume brings together theoretical perspectives and empirical studies in second language (L2) acquisition and bilingualism and discusses their implications for L2 pedagogy. The book is organized into three sections that focus on prominent linguistic and cognitive theories and together provide a compelling set of state-of-the-art works. Part I consists of studies that give rise to innovative applications for second language teaching and learning and Part II discusses how findings from cognitive research can inform practices for L2 teaching and learning. Following these two sections, Part III provides a summative commentary of the theories explored in the volume along with suggestions for future research directions. The book is intended to act as a valuable reference for scholars, applied linguists, specialists in pedagogy, language educators, and anyone wishing to gain an overview of current issues in SLA and bilingualism.

Foreign Language Learning with Digital Technology

Katz, S. and Blyth, C. (2007), Teaching French Grammar in Context. New Haven, CT: Yale University Press. Kelton, K., Blyth, C. and Guilloteau, N. (2004), Français interactif: An Online Introductory French Course.

Foreign Language Learning with Digital Technology

While digital technology is endlessly innovating and improving itself as a tool to support teaching and learning, the cognitive process of language learning itself remains perennially the same. However, digital technology has created new learning opportunities and introduces new elements into the cognitive process of foreign language learning. The contributors of this well-edited collection examine foreign language learning primarily from a user perspective and explore these underlying questions: How does digital technology support existing foreign language learning needs and processes? What new learning experiences does it entail for the learner? The book situates new insights into the value of digital technology for foreign language learning within the context of evidence from prior research and of educational policy-making and examines key pedagogical uses of digital technology in relation to effective foreign language learning by pupils. It provides an in-depth description of the use of a range of digital media and combines practical ideas for teaching and learning with critical analysis of evidence drawing on an analysis of technology-focused language learning across different sectors and in different anglophone contexts.

Variations stylistiques

Katz, Stacey, “Teaching Articles: How Students Can Master the French Determiner System.” French Review 75, no. 2 (Dec. 2001): 290–303. Katz, Stacey and Carl Blyth. Teaching French Grammar in Context. New Haven, CT: Yale University Press ...

Variations stylistiques

This advanced level course book teaches stylistic variations of modern French grammar using examples from films and interviews as well as other authentic texts. Written entirely in French, it focuses on the most difficult grammar points and their usage, rather than on their formation. Variations stylistiques includes an abundance of oral and written exercises that are practical, relevant, creative, and fun, encouraging students to use the grammar in meaningful contexts. By highlighting the many linguistic variants employed by native speakers, Dansereau provides an engaging alternative to traditional French grammar textbooks. An ancillary Web site features quizzes and other valuable resources for instructors.

Working Memory in Second Language Acquisition and Processing

Katz, S. and Blythe, C. (2007) Teaching French Grammar in Context. New Haven, CT: Yale University Press. Kroll, J., Michael, E., Tokowicz, N. and Dufour, R. (2002) The development of lexical fluency in a second language.

Working Memory in Second Language Acquisition and Processing

This unique volume offers a comprehensive discussion of essential theoretical and methodological issues concerning the pivotal role of working memory in second language learning and processing. The collection opens with a foreword and introductory theoretical chapters written by leading figures in the field of cognitive psychology. Following these are three research sections containing chapters providing original data and innovative insights into the dynamic and complex relationships between working memory and specific areas of second language processing, instruction, performance and development. Each section concludes with a commentary which is written by a noted SLA researcher and which charts the course for future research. This book provides a fascinating collection of perspectives on the relationship between working memory and second language learning and will appeal to those interested in the integration of cognitive psychology with SLA research.

First Language Use in Second and Foreign Language Learning

His most recent publications include Teaching French Grammar in Context (Yale University Press, 2007, co-author) and Pause-café: French in Review (McGraw-Hill, 2009, co-author). He also serves as the Series Editor of the annual volume ...

First Language Use in Second and Foreign Language Learning

This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.

CALL the Learning Community

A level teaching : The final area where CALL grammar materials could have an increasing influence at secondary level ... 12 Margaret Jubb and Annie Rouxeville , French Grammar in Context , London : Arnold , 1998 ; Thalia Marriot and ...

CALL   the Learning Community


Advanced French Grammar

A substantial index of French and English words and of topics provides easy access to the text itself.

Advanced French Grammar

This 1999 reference grammar, written for advanced students of French, their teachers, and others who want a better understanding of the French language, combines the best of modern and traditional approaches. Its objective is not only practical mastery of the language, but familiarity with its structure. Taking into account modern linguistic research, Advanced French Grammar approaches the French language primarily through the study of syntactic structures, but without excessive emphasis on formalism. It provides a generous number of examples, based on the author's own experience of teaching French to English-speakers, to help the student to understand the different meanings of apparently similar syntactic alternatives. The norms of 'correct expression' are given together with current usage and deviations, and appendixes provide information on the 1990 spelling reforms and on numbers. A substantial index of French and English words and of topics provides easy access to the text itself.

Comparative Education in Action how to Profit Most from Foreign Experience

The French teach grammar in context . In teaching French grammar , for example , the context is French language and civilization . Hence the title of a series for foreigners : Cours de Langue et de Civilisation Francaise .

Comparative Education in Action  how to Profit Most from Foreign Experience


Teacher s Handbook Contextualized Language Instruction

Teaching: Research. and. Rationale. Before presenting the model and procedures of this approach, we review a few studies on ... question prompts from the teacher to direct students' attention to particular uses of grammar in context, ...

Teacher s Handbook  Contextualized Language Instruction

Teach foreign language effectively with TEACHER'S HANDBOOK: CONTEXTUALIZED LANGUAGE INSTRUCTION! Designed to prepare you to teach foreign language, this fifth edition handbook incorporates the Standards for Foreign Language Learning in the 21st Century, recently refreshed as World-Readiness Standards for Learning Languages. It provides a practical framework for integrating the Five C's and ACTFL-NCSSFL Can-Do Statements into foreign language teaching, as well as case studies of beginning teachers as they learn to navigate the complexity of being on the other side of the desk. Mastering the material is easy with examples of communication in authentic settings, thoughtful case studies, extensive appendices, and a text-specific website with links to teacher resources and streaming video of standards-based instruction. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Rocky Mountain Review

Teaching French Grammar in Context . New Haven : Yale University Press , 2007. 265p . JOCELYNE LE BER ROYAL MILITARY COLLEGE OF CANADA This book is a valuable resource for teachers and professors of French as a Second Language .

Rocky Mountain Review


Cahier d activit s to accompany Pause caf

This workbook/laboratory manual contains a variety of written and oral exercises and activities that students can use to practice the seven communicative functions with all four skills: writing, reading, listening, and speaking.

Cahier d activit  s to accompany Pause caf

The Cahier d'activités follows the organization of the main textbook. This workbook/laboratory manual contains a variety of written and oral exercises and activities that students can use to practice the seven communicative functions with all four skills: writing, reading, listening, and speaking. For use with the Audio CD Program (for student purchase), or with the Audio Program available for free from the Online Learning Center.

Research in Education

Several of the difficulties confronting classics teachers are seen to be related to an anti - intellectual mood prevailing ... Course Objectives , Cultural Context , Dialogue , Grammar , Instructional Materials , * Language Instruction ...

Research in Education


Resources in Education

Descriptors - Art , * Classroom Techniques , * Cultural Awareness , * French , Grammar , Higher Education ... ( VWLIAA ) ED 355 801 FL 021 064 Corredor , Eva L. Towards Teaching French Civilization in Context : A Technology - Aided ...

Resources in Education


Historical Dictionaries in their Paratextual Context

The teaching material for French comprised two textbooks, a treatise on French grammar, a book on French pronunciation and a bilingual FrenchEnglish dictionary. The textbooks and the dictionary were the most successful.

Historical Dictionaries in their Paratextual Context

Both dictionary and paratext research have emerged recently as widely-recognised research areas of intrinsic interest. This collection represents an attempt to place dictionaries within the paratextual context for the first time. This volume covers paratextual concerns, including dictionary production and use, questions concerning compilers, publishers, patrons and subscribers, and their cultural embedding generally. This book raises questions such as who compiled dictionaries and what cultural, linguistic and scientific notions drove this process. What influence did the professional interests, life experience, and social connexions of the lexicographer have? Who published dictionaries and why, and what do the forematter, backmatter, and supplements tell us? Lexicographers edited, adapted and improved earlier works, leaving copies with marginalia which illuminate working methods. Individual copies offer a history of ownership through marginalia, signatures, dates, places, and library stamps. Further questions concern how dictionaries were sold, who patronised them, subscribed to them, and how they came to various libraries.