Exploring primary and secondary students’ experiences of grammar teaching and testing in England
نویسندگان
چکیده
This article reports on data generated from focus groups held with primary and secondary school students in which they were asked about experiences of grammar teaching testing the context post-2010 reforms England. Data these triangulated a bricolage other data, including fieldnotes, teacher surveys, pedagogical materials government-produced policy documents. Our findings show that, spite differences within primary-secondary policy, students’ perceptions their had significant elements commonality. Students’ conceptualisations focused word clause-level notions, generally rejecting idea that was associated meaning, creativity choice. Students emphasised decontextualised teaching, despite evidence teachers espoused contextualised grammar. Finally, state-issued tests found to be working as powerful de facto language warping distorting memories
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ژورنال
عنوان ژورنال: English in Education
سال: 2021
ISSN: ['0425-0494', '1754-8845']
DOI: https://doi.org/10.1080/04250494.2021.1898282