Interaction, Autonomy and Motivation in Teaching Articles under Grammar Tasks

المؤلفون

  • Ahmed MOUMENE Department of English, Université Mentouri Constantine

الملخص

This article attempts to compare the effects of two approaches on the teaching of the English definite and indefinite articles: Grammar Consciousness-Raising Tasks and Traditional Grammar. In addition to their avowed beneficial effects on promoting explicit knowledge and grammatical accuracy as indicated in recent literature, the grammar tasks are also found in this research work to improve interaction, autonomy and motivation among students in the classroom.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

السيرة الشخصية للمؤلف

Ahmed MOUMENE، Department of English, Université Mentouri Constantine

Department of English,  

المراجع

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التنزيلات

منشور

2009-06-01

كيفية الاقتباس

MOUMENE, A. (2009). Interaction, Autonomy and Motivation in Teaching Articles under Grammar Tasks. مجلة العلوم الإنسانية, 20(1), 73–84. استرجع في من https://revue.umc.edu.dz/h/article/view/704

إصدار

القسم

Articles