Teaching Grammar to Bilingual Learners

Autor/inn/en	Bezuglova, Olga Andreevna; Ilyasova, Liliya Galievna; Beisembayeva, Zhanargul
Titel	Teaching Grammar to Bilingual Learners
Quelle	In: International Journal of Higher Education, 8 (2019) 7, S.44-49 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Grammar; Bilingualism; Teaching Methods; English (Second Language); Second Language Learning; Second Language Instruction; Student Centered Learning; Action Research; Outcomes of Education; Learning Processes; Cultural Background; Lesson Plans; Undergraduate Students; Logical Thinking; Foreign Countries; Russia + Suchen Sie Ihr Suchwort? Grammatik; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Projektforschung; Lernleistung; Schulerfolg; Learning process; Lernprozess; Lesson planning; Unterrichtsplanung; Ausland; Russland
Abstract	This article deals with an inductive way of English language teaching. This acquisition process can help bilingual students to learn, find rules and apply them to new contexts. The objective of the paper is to propose a model of teaching that promotes student-centered approach where a teacher guides learners in discovery and provides more opportunities to practice, particularly in grammar. Basis of such approach is a training environment, in which the student is not an object to whom knowledge is transferred in a ready-made form but the subject of training process therefore knowledge, abilities, skills for the student are the result of his researches, decisions and creativity. The model of teaching and student-centered activities has been explored through the action research. Based on the experiment, it can be emphasized that a progressive way of teaching grammar moves the focus away from the teacher as the information provider and enables students to focus on use. Finally, the inductive approach as more effective for achieving learning goals and outcomes, is presented in the article from the perspectives of the bilingual learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01