Zobrazeno 1 - 10
of 124
pro vyhledávání: '"Debra Myhill"'
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
IntroductionThe act of writing is widely acknowledged to be a complex and challenging activity, and in parallel, we know that student motivation to write is a predictor of writing performance. So understanding what characteristics of the writing clas
Externí odkaz:
https://doaj.org/article/1ac7498aa8b34f39b3a405a5e6570b24
Publikováno v:
PLoS ONE, Vol 17, Iss 2, p e0263123 (2022)
This mixed-method quasi-experimental study examined whether metaconceptual grammar teaching impacts on (a) students' L1 grammatical understanding, (b) their 'blind' use of grammatical concepts and (c) their preference of using explicit grammatical co
Externí odkaz:
https://doaj.org/article/7ba24fb59d3f4fbe97aa845dc0ec8bbc
Autor:
Debra Myhill
Publikováno v:
Utbildning & Demokrati, Vol 28, Iss 2, Pp 55-75 (2019)
This article addresses the teaching of writing and examines how a rhetorical approach can generate empowerment and agency. In the context of contemporary digital modes of written communication, which have democratised access to wide networks of commu
Externí odkaz:
https://doaj.org/article/77aa12a8b45d44b3b90367302b921686
Publikováno v:
Bellaterra Journal of Teaching & Learning Language & Literature, Vol 13, Iss 2 (2020)
In the light of ongoing international debate about the purpose of explicit teaching of grammar, this paper considers the relationship between metalinguistic understanding and development as a writer. Drawing on a cumulative series of studies over a p
Externí odkaz:
https://doaj.org/article/6b4a69a4f37243ffb01910383486534d
Autor:
Pallavi Amitava Banerjee, Debra Myhill
Very few students with vocational qualifications progress into the world of Higher Education. Many drop out of education altogether and take up entry level jobs with decreased financial prospects. This trend is worrying as the lack of students with v
Students’ metalinguistic understanding of the written academic argument is important both to increase writer independence and inform writing instruction. This article draws on a study which investigated undergraduate students’ metalinguistic unde
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::63264f900ce4acee94e1655ef213dde0
https://www.sciencedirect.com/science/article/pii/S0898589823000396
https://www.sciencedirect.com/science/article/pii/S0898589823000396
Autor:
Debra Myhill, Ruth Newman
Publikováno v:
Dialogic Pedagogy ISBN: 9781003296744
The Routledge International Handbook of Research on Dialogic Education ISBN: 9780429441677
The Routledge International Handbook of Research on Dialogic Education ISBN: 9780429441677
This chapter draws on dialogic language and literacy education, focuses on writing – specifically on students’ thinking and linguistic decision-making in writing. It considers the limitations of binaries which position authoritative and dialogic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::05d999ba44244733cf991044c541d9e2
https://doi.org/10.4324/9781003296744-13
https://doi.org/10.4324/9781003296744-13
Publikováno v:
Language Teaching. 56:146-148
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bb1a319d0398e2916aae5011ef44444b
https://doi.org/10.1017/s0261444822000416
https://doi.org/10.1017/s0261444822000416
Autor:
Debra Myhill
Publikováno v:
Applied Linguistics. 44:169-171
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::30178f59aef5054219e846c454e09abd
https://doi.org/10.1093/applin/amac017
https://doi.org/10.1093/applin/amac017
Publikováno v:
Classroom Discourse. 13:64-82
This paper works on the premise that classroom talk conveys meaning about students as writers and asks how classroom talk facilitates the formation of students’ identities as writers. We present findings from an ethnographic investigation of elemen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cfd8bfa81badf481e66de409f33cf979
https://doi.org/10.1080/19463014.2021.1936584
https://doi.org/10.1080/19463014.2021.1936584