文章基本信息

标题：From grammar to reading: a study on referential dependencies
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作者：Joana Batalha
期刊名称：Bellaterra Journal of Teaching & Learning Language & Literature
印刷版ISSN：2013-6196
出版年度：2019
卷号：12
期号：2
页码：60-77
DOI：10.5565/rev/jtl3.811
出版社：Departament de Didàctica de la Llengua, de la Literatura i de les Ciències Socials
摘要：In this article, we present a study that investigated relations between grammar teaching and reading in Portuguese as mother tongue. The study, in which 91 students have participated, aimed at (i) pre-assessing students’ ability to comprehend referential dependencies in reading at different stages (grade 4, 9-10 years old; grade 6, 11-12 years old; and grade 8, 12‑13 years old), (ii) proposing a teaching intervention to develop language awareness about referential dependencies and, more specifically, to develop strategies to identify antecedents of pronouns (grade 4) and (iii) assessing the effects of the teaching intervention (grade 4). The study was based on a quasi‑experimental methodology, with pre and posttests and a teaching intervention developed in the classroom, based on discovery-learning methods. Results of the study, which show positive effects of the teaching intervention, reinforce the benefits of grammar teaching as language awareness development. The study also offers a contribution towards the discussion of the role of grammar teaching to the development of late acquired structures, such as particular types of referential dependencies.
关键词：language awareness; explicit knowledge of language; reading comprehension; referential dependencies; pronouns;consciència lingüística; coneixement explícit de la llengua; comprensió lectora; depen-dències referencials; pronoms;conciencia lingüística; conocimiento explícito de la lengua; comprensión de lectura; de-pendencias referenciales; pronombres;conscience linguistique; connaissance explicite sur la langue; compréhension en lecture; dépendances référentielles; pronoms