Difficulties assessing knowledge of grammatical terminology: implications for teacher education and teaching

References

• ACARA. (2009). National report on schooling in Australia 2009. Australian Curriculum, Assessment and Reporting Authority. http://www.acara.edu.au/reporting/nrosia2009.
   Google Scholar
• Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge University Press.
   Google Scholar
• Alderson, J. C., & Hudson, R. (2013). The metalinguistic knowledge of undergraduate students of English language or linguistics. Language Awareness, 22(4), 320–337. doi: 10.1080/09658416.2012.722644
   Web of Science ®Google Scholar
• Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.
   Google Scholar
• Bell, H. (2015). The dead butler revisited: Grammatical accuracy and clarity in the English Primary Curriculum 2013–2014. Language and Education, 29(2), 140–152. doi: 10.1080/09500782.2014.988717
   Web of Science ®Google Scholar
• Bell, H. (2016). Teacher knowledge and beliefs about grammar: A case study of an English primary school. English in Education, 50(2), 148–163. doi: 10.1111/eie.12100
   Web of Science ®Google Scholar
• Bell, H., & Ainsworth, S. (2019). Hard to know or hard to say? Developing explicit grammar knowledge among primary student teachers. In Wright, C., Harvey, L. & Simpson, J. (Eds.), Voices and practices in applied linguistics: Diversifying a discipline (pp. 195–210). White Rose University Press. doi: 10.10.22599/BAAL1.l
   Google Scholar
• Bialystok, E. (1981). The role of linguistic knowledge in second language use. Studies in Second Language Acquisition, 4(1), 31–45. doi: 10.1017/S0272263100004265
   Google Scholar
• Bloor, T. (1986). What do language students know about grammar?British Journal of Language Teaching, 24(3), 157–162.
   Google Scholar
• Brooks, L., Swain, M., Lapkin, S., & Knouzi, I. (2010). Mediating between scientific and spontaneous concepts through languaging. Language Awareness, 19(2), 89–110. doi: 10.1080/09658410903440755
   Web of Science ®Google Scholar
• Brown, J. D. (1996). Testing in language programs. Prentice Hall Regents.
   Google Scholar
• Cameron, D. (1997). Sparing the rod: What teachers need to know about grammar. Changing English, 4(2), 229–239. doi: 10.1080/1358684970040205
   Google Scholar
• CCSSI. (2010). Common core state standards for language arts. wCCSSI. http://www.corestandards.org/ELA-Literacy.
   Google Scholar
• Chandler, P., Robinson, W. P., & Noyes, P. (1988). The level of linguistic knowledge and awareness amongst students training to be primary teachers. Language and Education, 2(3), 161–173. doi: 10.1080/09500788809541233
   Google Scholar
• Chen, H., & Myhill, D. (2016). Children talking about writing: Investigating metalinguistic understanding. Linguistics and Education, 35, 100–108. doi: 10.1016/j.linged.2016.07.004
   Web of Science ®Google Scholar
• CRW. (2016). Written evidence submitted by the Centre for Research in Writing at the University of Exeter: PRI0106. http://data.parliament.uk/writtenevidence/committeeevidence.svc/evidencedocument/education-committee/primary-assessment/written/40810.html.
   Google Scholar
• Derewianka, B., & Jones, P. (2010). From traditional grammar to functional grammar: Bridging the divide. NALDIC Quarterly, 8(1), 6–17.
   Google Scholar
• DfE. (2013a). English programmes of study: Key stages 1 and 2 national curriculum in England. Department for Education.
   Google Scholar
• DfE. (2013b). Glossary for the programmes of study for English (non-statutory). Department for Education.
   Google Scholar
• DfE. (2016). 2016 key stage 2 English grammar, punctuation and spelling Paper 1: Questions. Department for Education.
   Google Scholar
• DfE. (2017). 2017 key stage 2 English grammar, punctuation and spelling Paper 1: Questions. Department for Education.
   Google Scholar
• Gombert, J. (1992). Metalinguistic development. University of Chicago Press.
   Google Scholar
• Harper, H., & Rennie, J. (2008). “I had to go out and get myself a book on grammar”: A study of pre-service teachers’ knowledge about language. Australian Journal of Language and Literacy, 32(1), 22–37.
   Google Scholar
• Huddleston, R., & Pullum, G. (2002). The Cambridge grammar of the English language. Cambridge University Press.
   Google Scholar
• Hudson, R., & Walmsley, J. (2005). The English patient: English grammar and teaching in the twentieth century. Journal of Linguistics, 41(3), 593–622. doi: 10.1017/S0022226705003464
   Web of Science ®Google Scholar
• Jeurisson, M. (2012). ‘Perhaps I didn’t really have as good a knowledge as I thought I had.’ What do primary school teachers know and believe about grammar and grammar teaching?Australian Journal of Language and Literacy, 35(3), 301–316.
   Google Scholar
• Justice, L. M., & Ezell, H. K. (1999). Syntax and speech-language pathology graduate students: Performance and perceptions. Contemporary Issues in Communication Science and Disorders, 26(Fall), 119–127. doi: 10.1044/cicsd_26_F_119
   Google Scholar
• Kolln, M., & Hancock, C. (2005). The story of English grammar in US schools. English Teaching: Practice and Critique, 4(3), 11–31.
   Google Scholar
• Locke, T. (Ed.). (2010). Beyond the grammar wars: A resource for teachers and students on developing language knowledge in the English/literacy classroom. Routledge.
   Google Scholar
• Myhill, D., & Newman, R. (2016). Metatalk: Enabling metalinguistic discussion about writing. International Journal of Educational Research, 80, 177–187. doi: 10.1016/j.ijer.2016.07.007
   Web of Science ®Google Scholar
• Myhill, D., Jones, S., & Watson, A. (2013). Grammar matters: How teachers’ grammatical knowledge impacts on the teaching of writing. Teaching and Teacher Education, 36, 77–91. doi: 10.1016/j.tate.2013.07.005
   Web of Science ®Google Scholar
• Nation, P. (2001). Learning vocabulary in another language. Cambridge University Press.
   Google Scholar
• Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1972). A grammar of contemporary English. Longman.
   Google Scholar
• Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English language. Longman. doi: 10.2307/415437
   Google Scholar
• Ryle, G. (1949). The concept of mind. Hutchinson.
   Google Scholar
• Safford, K., Messer, D., McLachlan, J., Walker, K., Ghosh, K., Laird, S., Disney, A., & Wright, D. (2016). Teaching grammar and testing grammar in the English primary school: The impact on teachers and teaching of the grammar element of the statutory test in spelling, punctuation and grammar (SPaG) in England. UKLA and The Open University.
   Google Scholar
• Sangster, P., Anderson, C., & O’Hara, P. (2013). Perceived and actual levels of knowledge about language amongst primary and secondary student teachers: Do they know what they think they know?Language Awareness, 22(4), 293–319. doi: 10.1080/09658416.2012.722643
   Web of Science ®Google Scholar
• Williamson, J., & Hardman, F. (1995). Time for refilling the bath? A study of primary student‐teachers’ grammatical knowledge. Language and Education, 9(2), 117–134. doi: 10.1080/09500789509541407
   Google Scholar
• Wray, D. (1993). Student teachers’ beliefs about knowledge about language. In N. Bennett & C. Carré (Eds.), Learning to teach (pp. 51–72). Routledge.
   Google Scholar
• Wyse, D., & Torgerson, C. (2017). Experimental trials and ‘what works?’ in education: The case of grammar for writing. British Educational Research Journal, 43(6), 1019–1047. doi: 10.1002/berj.3315
   Web of Science ®Google Scholar