DEVELOPING GRAMMAR TEACHING MATERIALS BASED ON BLOOM'S COGNITIVE DOMAIN

Authors

  • Gulsana Selimova Toshkent Gumanitar Fanlar Universitetining o’qituvchisi Author

Keywords:

Bloom's Taxonomy, Grammar Teaching, Materials Development, Cognitive Development, scaffolding, activities sequencing

Abstract

The integration of Bloom's Taxonomy into grammar teaching materials development offers innovative possibilities for enhancing language learning processes. This paper explores how Bloom's cognitive domains can be systematically applied to create effective grammar teaching materials that promote both linguistic competence and critical thinking skills. By aligning grammatical instruction with cognitive development levels, teachers can design materials that progressively challenge students while maintaining engagement and supporting learning outcomes.

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References

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (Eds.). (1956). Taxonomy of educational objectivities: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay

Byrnes, H. (2000), ‘Language across the curriculum; Interdepartmental curriculum construction’, in M. R. Kecht and K. von Hammerstein (eds), Languages Across the Curriculum: Interdisciplinary Structures and Internationalized Education. National, East Asian Resource Centre, Columbus: Ohio State University.

Green, C. P. (1993), ‘Learner-drivers in second language acquisition’, Forum, 31, 2

Ellis, R. (2009). The Methodology of Task-Based Teaching. The Asian EFL Journal August 2009 6-21

Marzano, R. & Kendall, J. (2007). The Taxonomy of educational objectives. 2nd ed.

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Published

2024-12-11