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WHY TEACH GRAMMAR? - Coggle Diagram
WHY TEACH GRAMMAR?
The case of grammar
NUR AFIQAH AIDA BT AKOB 18BE01021
Fine-tuning argument:question:
-According to this argument, knowledge of grammar helps the learners to express meaning clearly or explicitly.
-Enable a learner to deliver a more intelligible and differentiated meaning than the simple stringing of words.
-Grammar improves production skills-written language
Ex: Last Monday night i was boring in my house
NUR SABRINA BT ZAINUDIN 18BE01007:silhouettes: Learner expectations argument
- Learners expect that learning grammar makes their language learning more efficient and systematic.
- Example: Many learners come to language classes with fairy fixed expectations as to what they will do there.
- If the students have come from the educational tradition which encourages transmission view of learning, they may expect a grammar-focused lesson.
:pen: Rule of law argument
- Offers the teacher a structured system that can be taught and tested in methodical steps.
- A system of learnable rules which can be transferred from those who have the knowledge to those who do not have.
- Institutionalized learning where rules, order, and discipline are highly valued.
:forbidden: Fossilization argument
- Fossilization is a process in which a learner’s second language system stops at some more or less deviant stage.
- Without grammar learners fossilized earlier.
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:!!:The sentence-machine argument :!!:
-Item learning
-Memorisation of individual phrases
-Limit to number of items a person can retain
-Grammar enables us to create new sentences
-It offer the learner the means for limitless linguistic creativity.
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The case against Grammar
The acquisition argument
Krashen's theory
- Formal instruction in grammar is limited use of for real communication
- Acquisition is when learner is exposed to the right input in a stress-free environment so that innate learning capacities are triggered.
The claim:
- Success in a second language is due to acquisition not learning
- Learnt knowledge can never become acquired knowledge
:pencil2:Natural order argument
-Krashen acquisition/learning hypothesis- there is a natural order of acquisition of grammatical items, irrespective of the order in which they are taught.
-Chomsky- He argues that humans are 'hard-wired' to learn languages. Learners are born with a universal grammar. Help to explain similarities in the developmental order of the first and the second language acquisition.
-Different in which grammatical items presented in the most textbooks.
-He conclude that natural order argument insists that a textbook grammar is not, nor can never become, a mental grammar.
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:unlock: The lexical chunk argument :unlock:
-A group of words that are commonly found together.
-Include collocations but these usually just involve content words, not grammar.
-Chunk is larger than words but often less than sentences.
-Chunks saves the learner planning time in
the cut-and-thrust of real interaction.
-It has been argued that many of the expressions that young children pick up like gimme are learned as chunks and only later unpacked into their component parts.
-Examples: After having heard the phrase How are you today? several times, it may be acquired as a chunk with the meaning of 'a greeting'.
:pen:The knowledge-how argument
-Language learned through experimental learning/by doing. Learning-by-doing is can be called as experiential learning
Ex: like riding a bike
- We learn language by doing not only by simply studying it because learners have difficulties in transferring their knowledge into skills.
-observation by Jerome K. Jerome: Three men on the Bummel about
a typical English schoolboy's French - He conclude that learner need classroom experience rather than studying grammar which can simulates the kind of condition in which he/she is going to use the language.
:pen: The learner expectations argument (2) :pen:
-Students might have been taught grammar
for years already, and now they want to use
the grammar instead of learning it.
-The learner expectation argument cuts both way: some learners demand grammar, while others just want to talk.
-It teacher job to respond sensitively to these expectations, to provide a balance.