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