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dc.contributor.authorDebra, Myhill
dc.date.accessioned2017-05-10T06:12:12Z
dc.date.available2017-05-10T06:12:12Z
dc.date.created2017
dc.date.issued2017-05-10
dc.identifier.urihttp://hdl.handle.net/10630/13610
dc.descriptionConferenia organizada por el Departamento de Teoría, Historia, Métodos de Investigación y Diagnóstico en Educaciónes_ES
dc.description.abstractGRAMMATICAL PERSPECTIVES ON TEXTS This presentation will explore briefly the contested place of grammar in the curriculum, and will offer a theorised rationale for the benefit of including grammar within the teaching of mother tongue language. We adopt an interdisciplinary perspective, drawing on Halliday’s social semiotic view of how language makes meaning, and on cognitive perspectives which consider the place of metalinguistic thinking in the process of writing. Using findings from a series of studies conducted at the University of Exeter in the Centre for Research in Writing, the presentation will illustrate how adopting a more grammatical perspective on texts and through integrating reading, writing and grammar, language teachers can make meaningful connections for developing writers between language choices and meaning-making, and support them to become more autonomous, independent writerses_ES
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.es_ES
dc.language.isoenges_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjectGramática - Estudio y enseñanzaes_ES
dc.subject.otherTeaching writinges_ES
dc.subject.otherGrammares_ES
dc.subject.otherCurriculumes_ES
dc.subject.otherTeaching of mother tongue languagees_ES
dc.subject.otherMetalinguistic thinkinges_ES
dc.titleGrammatical Perspectives on Textses_ES
dc.typeinfo:eu-repo/semantics/conferenceObjectes_ES
dc.centroFacultad de Ciencias de la Educaciónes_ES
dc.relation.eventtitleConferenciaes_ES
dc.relation.eventplaceMálagaes_ES
dc.relation.eventdate5 Abril 2017es_ES
dc.cclicenseby-nc-ndes_ES


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