Date of Award
9-16-2010
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
International and Second Language Studies
First Advisor
Alan Lytle
Abstract
The language teaching profession has seen many changes in how to teach grammar in the language classroom. The pendulum has swung widely from a grammar only approach to an almost complete omission of its teaching. In general, teaching grammar can be a very daunting endeavor even for the most skilled educator. In addition, some language teachers do not have authentic materials or are using books that have sentence-based grammar exercises. The focus of this thesis is to determine the importance of grammar and communicative activities in the language classroom and to design authentically-based grammar supplements that are grammar-based but still authentic, relevant, and meaningful to students.
Recommended Citation
Phillip, Kelly, "Twenty-Seven Authentically-Based ESL Grammar Supplements: Shifting from Form to Function" (2010). Theses and Dissertations. 267.
https://research.ualr.edu/etd/267
