Please enable JavaScript.
Coggle requires JavaScript to display documents.
GRAMMAR - Coggle Diagram
GRAMMAR
What do we know about the learning of grammar?
input -> acquisition
Noticing
pick out specific features and pay attention to them
form and meaning interpreted
Reasoning and hypotethizing
speakers use capacity to analyze new language
hypotheses about rules
structures
Structuring and restructuring
as learners work out new rules, these have to be integrated into the representation of English grammar they hold in their minds & this information has to be restructured
Automizing
regular and consistent responses in conversation
What information can help us in the selection and presentation of grammar?
pedagogical grammars
selection of materials -> changing approaches to the description of English
developments view grammar from 3 main perspectives
Grammar as meaning
meaning can be changed
teachers need to keep in mind the link between grammar and intonation
Grammar in discourse
spoken discourse simply uses rules of grammar as it wishes
grammar doesn't keep to conventional meanings -> e.g. irony
context important
Grammar and style
written and spoken language
formal and informal style
impersonal, polite, familiar lanugage
What principles can guide us in the teaching of grammar?
readiness to learn -> important
amount of time it takes to learn new structure varies
learners may suddenly start to make errors, experienced teacher will wait for accuracy to return
the effectiveness of grammar instruction may be contingent to certain factors
careful contextualization of linguistic forms in situations of natural use
Presenting grammar
contextualizing
order of presentation
use of terminology
degree of expliciteness
Linking grammar and vocabulary
Practicing grammar
control practice stage
unfocused communicative activities
teacher correction of importance during presentation and practive
mix & match adapted to learners
How can we design the grammar component of a course?
contrastive analysis
error analysis
precise decision of grammar component of any course will depend on the needs of learners
selection and ordering of grammatical items & value of teaching grammar
foreign language "tidied up" -> people learn more effectively
learners also need to encounter a certain amount of untidy natural language -> without, people's unconscious mechanisms for acquiring language may not operate effectively
How can we suit approach to learner needs?
analytical learner vs. global learner
teacher needs to use different approaches, provide a variety of access to grammar and cater for different learning styles
considering needs of any specific group of learners, reasons for learning language, factors of individual difference, age & educational background