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dc.contributor.advisorDreyer, C.
dc.contributor.authorMandlhazi, Magezi Fred
dc.date.accessioned2016-10-31T12:13:20Z
dc.date.available2016-10-31T12:13:20Z
dc.date.issued2001
dc.identifier.urihttp://hdl.handle.net/10394/19247
dc.descriptionThesis (M.A. (Applied Language and Literary Studies))--Potchefstroom University for Christian Higher Education, 2002.en_US
dc.description.abstractThis mini-dissertation attempts to identify various language learning strategies a teacher can use to teach grammar in the English Second Language classroom. The purpose of this identification is to allay the problems that the teacher encounters during the course of teaching grammar. The central argument in this study is that the teacher's use of language learning strategies can help to improve grammar teaching as well as the grammatical competence of ESL learners. It is stated that if the selected strategies are taught effectively, both the teacher and his/her learners can find it easy to teach and learn grammar. The learning and teaching of grammar is discussed with specific reference to Outcomes-Based Education in relation to language learning strategies. The problems experienced by ESL teachers in grammar teaching are discussed. The definitions of language learning strategies focus on the helpful nature of the strategies towards the learning and teaching of grammar. The classification of language learning strategies shows how they have been differentiated into three categories depending on the processing level involved. In addition, the discussion focuses on the methods used to determine language learning strategies, factors that influence strategy choice, learning strategies and grammatical development, learning strategies and grammar teaching as well as language learning strategy training. Guidelines for teaching grammar are presented on the bases of the proposals made by various researchers. Research clearly indicates that teachers should take cognizance of the main language learning strategies (e.g. metacognitive, cognitive and socioaffective) if they want the teaching of ESL grammar to be as effective as possible.en_US
dc.language.isoenen_US
dc.publisherNorth-West University (South Africa), Vaal Triangle Campusen_US
dc.subjectStrategiesen_US
dc.subjectGrammar teachingen_US
dc.subjectEnglish Second Language (ESL)en_US
dc.subjectLearningen_US
dc.subjectMetacognitiveen_US
dc.subjectCognitiveen_US
dc.subjectSocio-affectiveen_US
dc.titleStrategies for the teaching of grammar in English second languageen_US
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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