1 / 23

2. Learning & Teaching Grammar

2. Learning & Teaching Grammar. Spring 2007 English Grammar. 1. What to Learn?. Prescriptive Grammar Descriptive Grammar. 1.1. Communicative competence. Grammatical form Meaning of the form Function of the form in actual use (context). 1.2. Automatic Process.

jeff
Download Presentation

2. Learning & Teaching Grammar

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. 2. Learning & Teaching Grammar Spring 2007 English Grammar

  2. 1. What to Learn? • Prescriptive Grammar • Descriptive Grammar

  3. 1.1. Communicative competence • Grammatical form • Meaning of the form • Function of the form in actual use (context)

  4. 1.2. Automatic Process • Native speakers: Very fast • Fluent non-native speakers: Fast • Poor non-native speakers: Very Slow Need of grammar knowledge+ Automaticity  Communicative Language Teaching (CLT)

  5. 2. Communicative Language Teaching • Failure of the grammar translation • Communicative language teaching

  6. Limitation of CLT Grammar instruction is avoided. The consequences are: • Fossilization • Classroom pidginization

  7. Scene 1

  8. Scene 2

  9. Scene 3

  10. Interpretation of the cartoon • … ? • … ?

  11. Interpretation of the cartoon • A skill of dealing with subtlety in communication • … ?

  12. 3. Grammar Instruction Grammar is a tool for the language. Explicit grammar instruction (EGI)is • an aid in comprehension of input, • an aid in the meaning-form relationships, • provides forms for monitoring.

  13. 3.1. EGIis Less Important for: • Children • Beginner-level learners • Pre-literate learners • Listening & reading skills • Informal contexts / primary community

  14. 3.2. EGI is more useful for: • Adolescents • Intermediate-level learners • Semi-literatelearners • Speaking skill • Semi-formal contexts / secondary community

  15. 3.3. EGI is Most Important for: • Adults • Advanced-level learners • Literate learners • Writing skill • Formal contexts / professional community

  16. 4. Cycle of EGI Integrating • Form • Meaning • Function (Use)

  17. 4.1. Focus on Form • Phonemicpatterns • Words, • Syntactic patterns (Grammar) • Both teacher and learner co-construct the grammar explanation for a particular grammatical feature.- Can I see it?- May I see it?

  18. 4.2. Focus on Meaning • Words and grammatical meaning • Emphasis on grammar feature through the use of integrated discourse • Recycle the grammatical feature through others modes of learning. • Emphasis is on meaning.

  19. 4.3. Focus on Use • Social context • Linguistic discourse context • Presuppositions about context

  20. Issues on a grammar task selection • Give attention to grammatical appropriateness in a piece of connected discourse. • Establish a clear purpose to use grammatical appropriateness for communicating. • Motivate learners to attend to form, meaning, and use of the grammatical feature(s). • Reflect a topic/use that will interest students.

  21. Issues on a grammar task selection 2 • Present a topic/use about which the students will have knowledge. • Provide a topic/use that is broad enough for every learner to approach from some angle. • Allow enough time for learners to use the language in grammatically appropriate and meaningful ways.

  22. 5. Condition of Successful Course • Use authentic materials in real-life discourse. • Engage ourselves in authentic communication for the kinds of real-life discourse. • Address EGI'spragmatic weaknesses. • Deal with explicit grammar in the context of communicative activities. • Construct the grammar on our own.

  23. Next… • Part of Speech

More Related