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dc.contributor.authorPacheco-Franco, Marta
dc.date.accessioned2022-05-11T07:41:32Z
dc.date.available2022-05-11T07:41:32Z
dc.date.created2022
dc.date.issued2022
dc.identifier.urihttps://hdl.handle.net/10630/24087
dc.description.abstractGrammar is a key component of any language teaching curriculum, whether it ascribes to structural or to communicative approaches (Ur 2012). Although the attention devoted to grammar has decreased in the latter models ‒mainly because other components have gained relevance‒, students continue to dread grammar lessons. These are infamous for being long and boring, since they typically consist of a lecture from the teacher and are followed by some drill-type activity (Larsen-Freeman 2001). Despite the myriad of pedagogical innovations today, this continues to be the state of affairs in grammar teaching, more so at university level. Indeed, the role of the lecture in undergraduate teaching seems to be irreplaceable, or almost so (Reidsema et al. 2017). The flipped classroom is an educational model that is gaining ground today by challenging the basis of this type of presentation (Kvashnina and Martynko 2016). It provides students with a blended learning experience that affects both the medium and the temporality of teaching, since flipped classrooms often present a combination of asynchronous online learning and synchronous face-to-face lessons (Reidsema et al. 2017). However, the model is best characterised by the way the contents are presented and practiced. Whereas lecturing is the central activity in a traditional classroom and practice is assigned as homework, a flipped classroom does exactly the opposite (Bergmann and Sams 2012). In moving the “information-transmission teaching out of [the grammar] class” (Abeysekera and Dawson 2014: 4), the flipped model enables students to become active and independent in their learning process (Bergmann and Sams 2012: 16). If applied to the grammar lesson, a flipped classroom has the potential of involving students in the contents they are learning and of making this learning more significant (Abeysekera and Dawson 2014).es_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.subjectInglés - Gramáticaes_ES
dc.subjectEnseñanza superiores_ES
dc.subject.otherFlipped classroomes_ES
dc.subject.otherEnglish grammares_ES
dc.subject.otherHigher educationes_ES
dc.subject.otherMotivationes_ES
dc.subject.otherGrammatical competencees_ES
dc.titleFlipping the English grammar classroom: a pedagogical experiment for undergraduate studentses_ES
dc.typeinfo:eu-repo/semantics/conferenceObjectes_ES
dc.centroFacultad de Filosofía y Letrases_ES
dc.relation.eventtitleAESLAes_ES
dc.relation.eventplaceLas Palmas de Gran Canariaes_ES
dc.relation.eventdateDel 27 al 29 de abril de 2022es_ES


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