5.4.3 Designing the grammar component

contrastive analysis

error analysis

method of predicting difficulty for students in the target language

two language systems - source of difficulty

main problems with the target language

descriptions of difficulties are available

grammar component of syllabus

selected and sequenced on the basis of received wisdom

simple to learn vs. complex grammar

i.e. the sequence of tenses (present, past, future)

ELT course design

grammar selected and sequenced by using the procedures of contrastive analysis and error analysis

grammar that is perceived as simple will be worked on first

criticism

organizing principle: a list of items to be taught

main focus should be on the purposes for which the language is used

second focus should be on the choosing of the of the forms to express the purpose

reprioritization of the sequence and order of learning grammar

language dimension is subservient rather than dominant over the learners

students need to have a working knowledge of English grammar

grammatical foundation can be presented in new ways which also take the communicative purposes into account

notions of simple and complex sequences of grammar items presented to the learners

third person "s" is rather simple but learners acquire this quite late

"natural order hypothesis"

language items are acquired according to a predictable sequence and this sequence remains the same whether or not classroom learning is involved

Could a syllabus simply follow the the natural order and would it then resolve the difficulties?

classroom factors complicate the situation - heterogenous groups of learners that have various existing language proficiency

the need of learner centered teaching - learners would be acquiring their own grammatical system accordingto their own internal syllabus