Summary (9 шт.)

• Номер работы:
  311455
• Раздел:
  Все работы   →   Все что не попадает в другие рубрики   →   Английский язык
• Год добавления:
  27.10.2014 г.
• Объем работы:
  9 стр.
• Содержание:
  сайт english-studies.ru
  раздел moscow state university.
  9 файлов для прослушивания (аудирование).
  К каждому аудированию - summary на 200-250 слов. ъ
  Структура следующая:
  The text under consideration is a monologue outlining the problem of an implicit and an explicit grammar teaching/learning.
  Nobody will deny that study grammar is essential to language studying as it reveals how language works. The question is, however, whether to teach grammar as an extract of English or to teach it more passively.
  There is a hypothesis that language students develop their skills and knowledge in the 2nd language in two ways: acquisition and learning.
  While the acquisition means developing ability in language using it in natural communication situation, learning means to have conscious knowledge of grammar.
  On the one hand, the statement of using solely the implicit grammar teaching should be argued by for and against.
  At the same time, strictly explicit grammar study has no communicative base and can be frustrating and highly ineffective.
  While is true to say that by providing grammar in context teachers can expose student to the substantial learning of foreign languages, it nevertheless, does not exclude the explicit grammar teaching. For instance, in case when some features of grammar in any foreign language are opposed or different from the 1st language an explicit teaching is required.
  In addition, logical, mathematical and verbal linguistic intelligent learners are the prime example of those who would respond well to an explicit grammar teaching in many cases.
  In sum, an exclusive approach using either implicit or explicit methodologies is not as effective as utilizing one of the others of these approaches as required. Grammar teaching should be implicit and explicit as teaching or learning condition may dictate.
  
  
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