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An approach to the teaching grammar in the EFL classroom: history, textbooks and tasks proposals
dc.contributor.advisor | Lezcano, Emma | |
dc.contributor.author | Gómez Loriga, Lucía | |
dc.contributor.other | Universidade da Coruña. Facultade de Filoloxía | es_ES |
dc.date.accessioned | 2022-02-11T11:02:46Z | |
dc.date.available | 2022-02-11T11:02:46Z | |
dc.date.issued | 2021 | |
dc.identifier.uri | http://hdl.handle.net/2183/29770 | |
dc.description.abstract | [Abstract] It is a fact that grammar is constantly present in our daily lives and in the academic field. This is the reason why, from a historical point of view, it has undergone an important evolution since Antiquity, with the Grammar-Translation Method, until it reaches the Communicative Approach of today. This paper examines the teaching of grammar in an EFL contextand proposes a series of communicative activities in order to improve the acquisition process of grammar by increasing students’ motivation. To carry out this general aim,four specific objectives are proposed:first, to review the historical evolution of the different approaches and methods of foreign languages teaching; secondly, to analyse what type of exercises are included in current textbooks and how grammar, particularly the topic of reported speech, is reflected; thirdly, to know the opinion of EFL students about the teaching of English grammar and, fourthly, to make a didactic proposal following the Task-Based Learning Approach based on the opinion of the students with the aim of increasing their motivation. To achieve these objectives, the methodology includes in the first place, a search of the main methods and approaches with their respective characteristics; in the second place, an analysis of four B2-C1 level textbooks currently used in EFL classes and, finally, an online questionnaire on 262 people disseminated through the following social media: Instagram, Twitter, Facebook, WhatsApp and LinkedIn.On the one hand, it was found that most of the grammar exercises in textbooks are mechanical;even in communicative books there are some exercises of this type in each unit. On the other hand, the majority of the respondents show more interest in grammar taught from a communicative rather than a mechanical perspective. Besides, it can be stated that the use of the Task-Based Approach with communicative and interactive activities has a more meaningful impact on the participation, motivation and desire to learn of students than textbooks. | es_ES |
dc.language.iso | eng | es_ES |
dc.rights | Os titulares dos dereitos de propiedade intelectual autorizan a visualización do contido deste traballo a través de Internet, así como a súa reproducción, gravación en soporte informático ou impresión para o seu uso privado e/ou con fins de estudo e de investigación. En nengún caso se permite o uso lucrativo deste documento. Estos dereitos afectan tanto ó resumo do traballo como o seu contido Los titulares de los derechos de propiedad intelectual autorizan la visualización del contenido de este trabajo a través de Internet, así como su repoducción, grabación en soporte informático o impresión para su uso privado o con fines de investigación. En ningún caso se permite el uso lucrativo de este documento. Estos derechos afectan tanto al resumen del trabajo como a su contenido | es_ES |
dc.subject | Grammar teaching | es_ES |
dc.subject | EFL | es_ES |
dc.subject | Communicative Approach | es_ES |
dc.subject | Task-Based Learning Approach | es_ES |
dc.subject | Teaching methods. | es_ES |
dc.title | An approach to the teaching grammar in the EFL classroom: history, textbooks and tasks proposals | es_ES |
dc.type | info:eu-repo/semantics/bachelorThesis | es_ES |
dc.rights.access | info:eu-repo/semantics/openAccess | es_ES |
dc.description.traballos | Traballo fin de grao (UDC.FIL). Inglés: estudios lingüísticos y literarios. Curso 2020/2021 | es_ES |