TY - JOUR

T1 - ”Der er grammatik med, når vi gennemgår det fælles”

T2 - Elevers opfattelser af grammatikundervisning i sprogfag

AU - Jespersen, Dea

AU - Brok, Lene Storgaard

N1 - Publisher Copyright: © Acta Didactica Norden.All rights reserved.

PY - 2023

Y1 - 2023

N2 - This article examines 12 to 15-year-old students’ beliefs about grammar and grammar teaching in the language subjects Danish, English and German in a Danish lower secondary school context. The article is part of Gramma3, a larger focused ethnographic study on grammar teaching practices in Danish schools. The article contributes with an often-overlooked student perspective to the ongoing discussion of grammar teaching. The qualitative analyses of 13 focus group interviews with students indicate that their beliefs of grammar teaching are diverse and negotiable, but often tied to materialities (e.g., computers and books) and traditional forms of teaching (e.g., fill-in-the-blank exercises). The students create a connection between grammar across the languages by themselves; where some see similarities, others see differences. The perceived degree of difficulty of grammar and grammar teaching depends on the students’ views on each of the three languages. The students believe that it is important to be taught grammar to learn languages, to be able to express themselves properly and to improve their future opportunities. The students’ affective responses to grammar teaching in the language subjects are diverse and often dichotomous. Based on these findings, the authors recommend developing more meaningful contextualized grammar teaching across language subjects.

AB - This article examines 12 to 15-year-old students’ beliefs about grammar and grammar teaching in the language subjects Danish, English and German in a Danish lower secondary school context. The article is part of Gramma3, a larger focused ethnographic study on grammar teaching practices in Danish schools. The article contributes with an often-overlooked student perspective to the ongoing discussion of grammar teaching. The qualitative analyses of 13 focus group interviews with students indicate that their beliefs of grammar teaching are diverse and negotiable, but often tied to materialities (e.g., computers and books) and traditional forms of teaching (e.g., fill-in-the-blank exercises). The students create a connection between grammar across the languages by themselves; where some see similarities, others see differences. The perceived degree of difficulty of grammar and grammar teaching depends on the students’ views on each of the three languages. The students believe that it is important to be taught grammar to learn languages, to be able to express themselves properly and to improve their future opportunities. The students’ affective responses to grammar teaching in the language subjects are diverse and often dichotomous. Based on these findings, the authors recommend developing more meaningful contextualized grammar teaching across language subjects.

KW - Denmark

KW - foreign language teaching

KW - grammar teaching

KW - L1 teaching

KW - lower secondary school

KW - student beliefs

U2 - 10.5617/adno.9640

DO - 10.5617/adno.9640

M3 - Tidsskriftartikel

AN - SCOPUS:85180567485

VL - 17

JO - Acta Didactica Norden

JF - Acta Didactica Norden

SN - 1504-9922

IS - 4

M1 - 8

ER -