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dc.contributor.authorHarris, Erica
dc.date.accessioned2018-07-09T22:19:41Z
dc.date.available2018-07-09T22:19:41Z
dc.date.issued2017-12
dc.identifier.urihttp://hdl.handle.net/11122/8758
dc.descriptionMaster's Project (M.A.) University of Alaska Fairbanks, 2017en_US
dc.description.abstractEnglish grammar is a daunting subject for language learners and teachers alike. Traditionally, grammar is taught in an explicit manner in a teacher-fronted classroom. Rules are given and explained to students, who then practice with drills and example problems. As an alternative approach to teaching grammar, this project incorporates the PACE model (Presentation, Attention, Co-Construction, Extension) and task-based language teaching (TBLT). This method of teaching is a departure from traditional explicit-style teaching, and focuses more on the learner's role in the classroom than on the teacher's role. The PACE model uses stories to teach grammar, in this case English prepositions. Over the course of three weeks, a series of story-based lessons along with mini tasks were administered to a small academic writing class of adult ESL students. In addition to focusing on prepositions, the lessons were designed to allow practice for several other grammatical features appropriate to an academic writing class. The incorporation of PACE and task based activities showed that learners were able to understand the prepositions and use them appropriately in an original writing task.en_US
dc.language.isoen_USen_US
dc.subjectEnglish languageen_US
dc.subjectGrammaren_US
dc.subjectStudy and teachingen_US
dc.subjectForeign speakersen_US
dc.subjectSecond language acquisitionen_US
dc.titleBringing Twygs to life: PACE based lessons in an adult ESL classroomen_US
dc.typeMaster's Projecten_US
dc.type.degreema
dc.contributor.chairMartelle, Wendy
dc.contributor.committeeSiekmann, Sabine
dc.contributor.committeeStewart, Kimberly Aragon
refterms.dateFOA2020-03-05T16:32:20Z


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