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The 7Cs: A Pedagogical Framework for Grammar Teaching and Learning

The 7Cs: A Pedagogical Framework for Grammar Teaching and Learning. Deak Kirkham Milada Walkova. BALEAP 2019, Leeds. Today’s journey. Rationale : neither theory nor pedagogical resource: a pedagogical framework A quick overview of the 7Cs The 7Cs in action : the passive

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The 7Cs: A Pedagogical Framework for Grammar Teaching and Learning

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  1. The 7Cs: A Pedagogical Framework for Grammar Teaching and Learning Deak Kirkham Milada Walkova BALEAP 2019, Leeds

  2. Today’s journey Rationale: neither theory nor pedagogical resource: a pedagogical framework A quick overview of the 7Cs The 7Cs in action: the passive Next steps: applications, implications, limitations

  3. Rationale Central question: What form might be a principled framework which underlies the teaching / learning of grammar take? • theories of grammar • pedagogical resources

  4. Rationale Grammar theory attempts to explain the human capacity for the ‘grammatical’ aspects of language Generative Grammar (Chomsky 1956, 1965, 1995) Systemic-Functional Grammar (Halliday 1985, 1994) Role and Reference Grammar (Van Valin 1996, 2005) Cognitive Construction Grammar (Goldberg 1995, Croft 2001, Ellis 2013) Emergent grammar (Hopper 1998)

  5. Rationale Pedagogical resources attempt to support the learning / teaching of grammar Hewings (2005):Advanced Grammar in Use (2nd ed) Grammar as structures; presentation → exercises Swan (2016): Practical English Usage (4th ed) Grammar as structures; no exercises Thornbury (1999): How to Teach Grammarand (2005): Uncovering Grammar Teaching techniques

  6. Rationale 7Cs is neither a grammar theory nor a a pedagogical resource per se 7Cs is a pedagogical conceptual framework for thinking about and doing the teaching / learning of grammar practitioner-oriented

  7. Overview 1. Categories units of grammar, defined morpho-syntactically and semantically • word classes, e.g. noun, verb • phrases, e.g. noun phrase, adverb phrase 2. Components broad sentence architecture • predicate, arguments (subject, object), adjuncts • types of clauses

  8. Overview 3. Semantic Concepts semantic features • semantic roles • definiteness, animacy… 4. Syntagmatic Combinations various types of adjacent syntagmatic phenomena • chunks • grammatical collocations

  9. Overview 5. Connections relations between non-adjacent elements in a structure • e.g. choice of relative pronoun depends on the head, e.g. the boy with flowers who/*which is smiling 6. Correlations systematic mappings between two (or more) structures • e.g. nominalisation <-> clause, e.g. my reliance on <-> I rely on

  10. Overview 7. Contexts pragmatic, information-structural, stylistic and contextual aspects of structure including contextual motivation for using certain forms • formality • rhetorical effect

  11. 7Cs in Action: Passive voice • Categories • Components • Semantic Concepts • Syntagmatic Combinations • Connections • Correlations • Contexts

  12. Categories Transitivity: • transitive verbs • intransitive verbs, e.g. *What was happened?  • copular verbs, e.g. *Mary was become a nurse. • ditransitive verbs, e.g. The students were allocated a new room. / A new room was allocated to the students.

  13. Components

  14. Semantic concepts • up to 3 event participants, e.g. A new room was allocated to the students by the student office. • semantic roles: • Agent: It has been argued by a number of scholars that... • Cause: The financial crisis was caused by deregulation. • Experiencer: The course was enjoyed by the students. • Patient: The research subjects were tested... • Theme: Irrelevant data was discarded.

  15. Syntagmatic combinations • passive: predicate

  16. Connections • transitivity of the main verb • subject-verb agreement: • An experiment was conducted to... • Several experiments involving detection of DNA were conducted to...

  17. Correlations

  18. Contexts • EAP: to make writing impersonal • The results are presented below. • can be ambiguous: • The research was based on Oxford’s (1990) Strategy Inventory for Language Learning which was translated into the Slovak language.

  19. Applications, implications and limitations 7Cs can be applied to a range of complex grammatical structures (but different Cs have varying degrees of relevance to a particular structure) systematic requires knowledge of metalanguage teacher training implications theoretical model that needs to be applied in practice

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