[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590052-105":59,"doc-detail-590052-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","designing-a-lesson-plan-teaching-french-grammar-as-a-foreign-language-from-a-social-constructivist-approach","Designing a Lesson Plan - Teaching French Grammar as a Foreign Language from a Social Constructivist Approach","","Modern social constructivist and action-oriented approaches emphasize that learners (co-)construct knowledge through interaction with a learning environment prepared by the teacher. This study defines how adult A2-level learners build instructional sequences using authentic documents that include metalanguage, guided by CEFR and action-oriented methods. 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Asocial constructivist approach can be described as learning-centered. This approach indicates learning as an interactive process. This study aims to define how learners build instructional sequences based on the European Common Language Reference Framework (CEFR) and action-oriented methods by using authentic documents including metalanguage. The sequence is for adult learners at A2 level. They are Turkish students who are at least 19 years old and they have participated in a one-year preparatory class with the aim of reaching B1 level. We will analyze the context of the procedure teaching and the profile of the learners to whom it will be passed. At the end of these introductory analyzes, which are important for the development of an audience-specific learning sequence, we will create a sequence guide with additional activity sheets for students. |\n| Article history\u003Cbr>Received: January 14, 2021\u003Cbr>Accepted: March 16, 2021\u003Cbr>Published: April 30, 2021\u003Cbr>Volume: 12 Issue: 2\u003Cbr>Advance access: April 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>French as a Foreign Language, Social Constructivist Approach, Grammar,\u003Cbr>Authentic Source,\u003Cbr>Language Teaching,\u003Cbr>Interaction |  |\n\nINTRODUCTION  \nGrammar has always played an important role in foreign language teaching, both in traditional teaching and in more modern methods, such as communicative methods or action methods, which develop rhythmically according to the goals of morphosynthesis. Canale and Swain (1980) argued that one of the important elements in learning language is grammar. It is generally accepted that grammar teaching is necessary and useful, but more research related to the subject is needed (Barnard & Scampton, 2008:59) . In fact, all aspects of language, including vocabulary, grammar and phonetics play important roles in language learning. Therefore, grammar cannot be neglected and the language development of learners can be severely limited (Baleghizadeh & Farshchi,2009) . In addition, Nan (2015) stated that for real communication, knowing grammar in foreign language is not enough, but insufficient knowledge of grammar can severely limit the learners’ ability to communicate effectively. Grammar learning in foreign language teaching has attracted considerable attention in the research. For example, Bord and Burn’s (2008) research shows that teachers have a strong belief and they need to avoid teaching grammar. The main of  \npurpose of grammar teaching is to enable learners to acquire language skills.  \nThere are two main approaches of teaching grammar. The first one is about imparting knowledge. In traditional methods, grammar knowledge is transferred directly from teacher to student using metalanguage to describe how language works. In modern methods, in line with the social constructivist and action-oriented approaches, knowledge should be (co-) constructed by the learner in interaction with his or her learning environment which has been established by the teacher prior to the session. The learner observes, analyzes, deduces and synthesizes grammar rules under the guidance of the teacher and interacts with all the artifacts (material, student, documents, etc.) that creates the learning env","cbCaiuvxhhD7MlHE","https://ap.wps.com/l/cbCaiuvxhhD7MlHE","pdf",178061,"English","# Article Info\n## Abstract\n# Introduction\n## Grammar roles in language teaching\n## Two main approaches to grammar teaching\n## Research purpose and aims","[{\"question\":\"What learning principle guides the study’s approach to grammar teaching?\",\"answer\":\"The study follows social constructivist and action-oriented ideas in which learners (co-)construct knowledge through interaction with a teacher-prepared environment.\"},{\"question\":\"What framework and learner level does the instructional sequence focus on?\",\"answer\":\"The sequence is based on the European Common Language Reference Framework (CEFR) and targets adult learners at the A2 level.\"},{\"question\":\"How does the research plan to support students at the end of the analyses?\",\"answer\":\"It creates an audience-specific sequence guide supported by additional activity sheets for learners.\"}]","Designing a Lesson Plan - Teaching French Grammar as a Foreign Language from a Social Constructivist Approach | PDF",1792068689,12]