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تسجيل

Pre-Service ESL Teachers’ Knowledge about Language and its Transfer to Lesson Planning FINDINGS Journals from the English Grammar Course Choice of Form

المؤلف:  Martha H. Bigelow Susan E. Ranney

المصدر:  Applied Linguistics and Language Teacher Education

الجزء والصفحة:  P188-C11

2026-08-28

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Pre-Service ESL Teachers’ Knowledge about Language and its Transfer to Lesson Planning

FINDINGS

Journals from the English Grammar Course

Choice of Form

Later in the course, after several other structures had been taught, participants were asked to write in their journals about their decision-making processes in choosing grammatical forms to target. Their responses showed concern for ESL students’ needs, with nine participants responding that they would focus on structures that students avoid or make errors in and nine mentioning the criteria of students’ age and proficiency. Only five reported that they would start from the content in choosing structures that are prevalent in a reading text or necessary to understand the text. Other responses, such as choosing structures based on the cooperating teacher’s objectives or those given in an ESL grammar textbook, were only mentioned by one participant each. Some comments also reflected the challenges to integrating grammar in content-based instruction, such as:

I would also want to use a lesson that provides a meaningful context for the grammar structure, so if I couldn’t think of a meaningful context-embedded way to include grammar, I probably wouldn’t. (B.T., journal, 10/31/01)