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"Grammar" (Hedge chapter 5) (role of grammar (how to integrate…
"Grammar" (Hedge chapter 5)
role of grammar
1980s: anti-grammar movement
fluency-oriented environment without focus on language forms
concern about accuracy
reassertion of the role of grammar in syllabus design & content
attention to grammatical forms and rules
how to integrate grammar teaching into a communicative methodology
structures?
description?
inductive vs deductive approach?
role & forms of practice for different types of learners?
strong relationship between grammar and vocabulary
learning of grammar
input hypothesis & notion of intake
noticing
learners notice items of language
criteria for being noticeable
occuring frequently
relating to the common sense about basic functions of language
relationship between form and meaning
needs to be interpreted
become part of intake into the learning process
learners integrate forms into their existing knowledge
reasoning and hypothesizing
reasoning deductively (apply known rules & work out meaning)
analysing contrastively (compare first & second language: differences & similarities?
translating (early & consolidation stages)
transferring (apply knowledge of 1 language to unterstand or produce another)
structuring and restructuring
rules have to be integrated into representations of grammar
information has to be restructured
automatizing
regular & consistent responses in conversation to input
design (grammar component)
contrastive analysis
between learner's, native language and target language
assumed that areas of difference between 2 language systems would be sources of difficulty
error analysis
between learner's interlanguage and target language
insights into the main problems which learners seem to have with English
helpful information in the
selection and presentation of grammar
role of linguistic description?
grammar as
meaning
attitudes, reliability of message, situating yourself in a report of an event
lexis, meaning can change
grammar in
discourse
context of the debate and its developing discourse
6 ways of organizing connections
linking signals
linking constructions
"general purpose" links (participles and verbal clauses)
substitution and omission (pronouns referring back to noun phrases)
presenting and focusing information (contrastive focus;stress)
order and emphasis (variations in presenting information)
grammar and
style
variety
knowing the different styles available
recognize characteristics sufficiently for comprehension
making useful grammar choices for effective interaction appropriate to the situation
guiding principles
"readiness to learn"
presentation of grammar
provide input for noticing language form
can help to see the difference between their own output & accurate forms
can present high-frequency grammatical items explicitly to speed up learning
can provide information about the communicative use of language structures by contextualizing them in spoken and written texts
can give information inplicitly through exposure to examples or explicitly through instruction on the stylistic variation of language form
presenting grammar
contextualizing grammar
order of presentation
use of terminology
degree of explicitness
linking grammar and vocabulary
patterns
approaches (learner's needs)
learners response depends on their individual cognitive style
clash of styles between learners and teacher are inevitable (multicultural)
practising grammar
PPP (presentation-practice-production)
teacher correction
self-/peer correction is allowed
different teacher roles (instructor, corrector, manager, evaluator, resource, diagnoser)