Teacher cognition and the status of grammar teaching in Norwegian secondary schools. A study of grammar teaching practices in the school subjects Norwegian, English and Spanish
Doctoral thesis
Published version
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http://hdl.handle.net/11250/2638027Utgivelsesdato
2019Metadata
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Originalversjon
Askland, S. (2019). Teacher cognition and the status of grammar teaching in Norwegian secondary schools. A study of grammar teaching practices in the school subjects Norwegian, English and Spanish (Doctoral thesis). University of Agder, Kristiansand.Beskrivelse
The paper III will be included in the dissertation after publication.
Består av
Paper I: Askland, S. (2018). “Too much grammar will kill you!” Teaching Spanish as a foreign language in Norway: What teachers say about grammar teaching. Nordic Journal of Modern Language Methodology, 6(2), 57-84. Retrieved from https://journal.uia.no/index.php/NJMLM/article/view/435#.Xi6WoBP0nUK. Full text not available in AURA.Paper II: Askland, S. (2019). «Grammatikk er viktig som ein reiskap når vi treng han». Kva seier lærarar om grammatikkundervisning i norskfaget? Norsklæreren, (3). Hentet fra https://www.norskundervisning.no/nyheter-og-artikler/sigrunn-askland-grammatikk-er-viktig-som-ein-reiskap-nr-vi-treng-han. Fulltekst ikke tilgjengelig i AURA.
Paper III: Askland, S. (Forthcoming). «They have a Eureka moment – there’s a rule!” The role of grammar teaching in English as a second language in Norway. Manuscript. Full text not available in AURA.