Unit-7-Teaching-Grammar

EnglishLanguageTeachingUnit7TeachingGrammarOutline1.Whatistheroleofgrammarinlanguagelearning?2.Whatarethemajortypesofgrammarpresentationmethods?3.Whatarethemajortypesofgrammarpracticeactivities?EFLRapSongGANGNAMStyle!EnglishGrammarVocabularywhatisgrammar?Grammarisgenerallythoughttobeasetofrulesforchoosingwordsandputtingwordstogethertomakesense.Grammarissometimesdefinedas‘thewaywordsareputtogethertomakecorrectsentences’or‘rulesforformingwordsandcombiningthemintosentences’.ControversialissuesCanwelearnEnglishwithoutlearningitsGrammar,aswedowithourmothertongue?Howdoweteachandwhatdoweteach?Whethergrammarshouldbetaughtandtowhatextentgrammarshouldbetaughtdependonsuchvariablesaslearnervariables(e.g.age)andinstructionalvariables(inwritingthaninlisteningandreading)inthelanguageteaching/learningcontext.FORM/STRUCTUREMorphosyntactic&lexicalpatternsPhonemic/graphemicpatternsMEANING/SEMANTICSLexicalmeaningGrammaticalmeaningUSE/PRAGMATICSSocialcontextLinguisticdiscoursecontextPresuppositionsaboutcontext(Larsen-Freeman,2001,p.252)WhattoteachFORMHowisitformed?MEANINGWhatdoesitmean?USEWhen/Whyisitused?(Larsen-Freeman,2001,p.253)FORM‘sors’/z/~/s/~/əz/MEANINGpossessiondescriptionamountrelationshippart/wholeorigin/agentUSE’svspossessivedeterminer‘svsofthe‘svsnouncompounds(Larsen-Freeman,2001,p.253)Possessivese.g.Wearenotathomerightnow.Rightnowwearenotathome.﹡Notweatrighthomenoware.﹡Weisnotathomerightnow.GrammarandformGrammarandmeaninge.g.Thisis2680239.﹡Weareathomerightnow.Pleaseleaveamessageafterthebeep.Grammarandfunctione.g.Father:Doyoudrink?Youngman:No,thanks,I’mcool.Father:I’mnotoffering,I’maskingIFyoudrink.DoyouthinkI’dofferalcoholtoteenagedriverstakingmydaughterout?Questions1.Howwasgrammartaughtinthepast?2.Whatmethodsdidyourteacherusemostoftentoteachgrammaticalstructures?3.Whatdoyouthinkofthiskindofteaching?HowgrammariscurrentlytaughtInChina,grammaristaughtinatraditionallyteacher-centeredway.Thereistoomuchteacherdominanceandtoolittlestudentinvolvementinclass.Thetraditionalwayofteachinggrammarasthefollowing3steps:1.tolearnaboutthegrammarrules,2.tostudyafewexamples,3.todosomewrittengrammarexercises.Grammarinsongs-GerundorInfinitive7.1Theroleofgrammarinlanguagelearning1.grammaticalcompetenceisessentialforcommunication2.thereisapositiveroleofinstructionforgrammarlearning.3.Grammarcanhelpyoutounderstandwhatyoureadandhear.4.Grammarcanhelpyoutoexpressyourselfclearlyandcorrectly.7.2GrammarpresentationThreewaysofpresentinggrammarintheclassroom:1.Thedeductivemethod演绎法2.Theinductivemethod归纳法3.Theguideddiscoverymethod引导式发现法7.2.1Thedeductivemethoddeduction:reasoningfromgeneralprinciplestoaparticularcaseThedeductivemethodreliesonreasoning,analysingandcomparing.1.Anexamplenoticed;2.ExplanationsinL1andgrammaticalterms;comparisonsbetweenL1andTLorbetweennewandknownstructures.3.Sspractiseapplyingtherulestoproducesentenceswithgivenprompts.Thedeductivemethod①reason,analyze,compare②anexample③explaintheunderlyingrules④produceMeritsanddemeritsofthedeductivemethodDemerits:Itteachesgrammarinanisolatedway;Littleattentionispaidtomeaning;Practiceisoftenmechanical.Merits:Itcouldbeverysuccessfulwithselectedandmotivatedss.Itcouldsavetimewhenssareconfrontedwithagrammarrulewhichiscomplexbutwhichhastobelearned.Itmayhelpincreasess’confidenceinexamswhicharewrittenwithaccuracyasthemaincriterionofsuccess.7.2.2TheinductivemethodInduction:methodoflogicalreasoningwhichobtainsordiscoversgenerallawsfromparticularfactsorexamples归纳法Theteacherprovidesauthenticlanguagedataandinducesthelearnerstorealisegrammarruleswithoutanyformofexplicitexplanation.ItisbelievedthattheruleswillbecomeevidentifSsaregivenenoughappropriateexamples.instance-based:TmayelicitthegrammarrulefromSsbasedonsufficientinstances/examples.2)Theinductivemethod①induce,elicit②examples③rulesDefinitionDeductiveStartswiththepresentationofaruleandisfollowedbyexamplesinwhichtheruleisappliedInductiveStartswithsomeexamplesfromwhicharuleisinferred7.2.3TheguideddiscoverymethodSimilartotheinductivemethodinthatSsareinducedtodiscoverrulesbythemselves;DifferentfromtheinductivemethodinthattheprocessofthediscoveryiscarefullyguidedandassistedbyTandtherulesarethenelicitedandtaughtexplicitly.Twokeytheoreticalissuesrelatedtothemethod:theroleofexplicitknowledgeinlanguagelearning;thevalueofdiscoveryasageneralmethodoflearning(Ellis,2002a)thecombinationofbothimplicitandexplicitinstructionHowtousethethreemethods?•Inductiveanddiscoverymethodshouldbeusedforthosestructuresthatcanbeeasilyperceivedbythelearnerswhocandefinerulesthemselvesquicklyandeasilybecausewhattheydiscoverbythemselvesarebetterremembered.•Ifthestructureisnoteasyforthelearnerstodiscoverthemselvesevenwithacontextprovided,itisbettertoteachtheruleexplicitlybecauseconsciousunderstandingoftheruleishelpfulforproducingthestructure.ImplicitandexplicitknowledgeImplicitknowledgereferstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseofautomaticallywithoutmakinganyeffort.E.g.ofL1内隐知识Explicitknowledgereferstoourconsciousknowledgeaboutthelangua