Concept and Definition of Grammatical
Knowledge
According to Cain, K. (2007: 6) grammatical
knowledge is required to understand the meaning of certain structures such as
passives, the meanings of other sentences may be grasped from the component
words even if errors are apparent.
Andrews (2005:2) Looking
at its relationship with grammatical knowledge from another perspective, it
appears only loosely related; one could say that grammatical knowledge is
subsumed by knowledge about language or language awareness, but such relativity
is loosely conceived and of limited interest. The question would have to be
asked: what is the value of such a
relationship, and how (in the educational sense) does it help matters?
In addition Garner and
Bochna (2004) demonstrated that novice readers were able to transfer knowledge
from one literacy activity to another after exposure to instructional
strategies that used repeated presentation, explicit explanation, teacher
modeling, and questioning. At post-test, the intervention group demonstrated
significantly higher comprehension than did the comparison group; these
students also demonstrated superior comprehension in relation to each of four
story elements and displayed metalinguistic awareness of text structure by
labeling and giving examples of story structure concepts more frequently. Not
only did students transfer story grammar knowledge and use it successfully in a
different context from the one in which they gained and practiced it, they
transferred the knowledge in the context of a more difficult task than the one
in which they initially acquired the knowledge.
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