Please enable JavaScript.
Coggle requires JavaScript to display documents.
Theory and practice in communicative grammar - Coggle Diagram
Theory and practice in communicative grammar
Influences on modern grammar teaching
Traditional Grammar:
Language = set of forms and structures
grammatical meaning --> secondary role
sentences = main unit of analyses
emphasis on correct forming of sentences
grammar rules are prominent
learning = seen as a cognitive process
exercises: gapped sentences, sentences for transformation
passive role of learner
supported by relatively litte theory
Communicative Approach:
Language = NOT a fromal system, but means of communication between humans in actual context
grammar = a way of expressing meaning
meaningfulness of context > formal correctness
semi-authentic tasks, small group communication
didn't provide theorie for teaching grammar --> problem area
Learner-based Approach:
focus on language learners, acquisition process + learning strategies
Language CAN'T be taught, only acquired by learner
teacher = facilitator of the process
student-centered activities are predominant
Second-language acquisition
feeds on Chomsky's notion of "Universal Grammar"
learner's brain is already wired up to acquire language
learning can't be influenced by teaching
teacher's function is to provide input through exposure
Grammar as a communication system
The communication model
Language = used to exchange meaningful messages in actual contexts
attempts to define grammar in terms of context and meaning, purose
grammatical competence = ability to choose meaningful grammar in real contexts
Grammatical competence
Knowlege of forms:
a) how to form words and sturctures correctly
b) how to order thee forms within a sentence
Knowledge of meanings (NOTIONS):
a) what meanings are available to express sth
b) which choice to make in a specific context
Knowledge of purpose: speech function
grammar can also be used to show intention, infuence, attitude
Knowledge of style: appropriacy
Knowledge of previous and following language: discourse
Implications for teaching?
Meaning categories (NOTIONS)
=single meanings that are expressed through forms
"meaning into form" approach = reflects the way grammar is used in real life --> in context
minimizes danger of conusing differt meanings
make teaching objectives clear to teacher and students
Context categories:
e.g. likes and dislikes
Disadvantage:
rethinking grammatical categories and re-orienting ourselves towards meaning
Grammar as a skill
Competence and Performance
Competence
= speaker's knowledge of the forms and meanings that exist in English grammar --> knowledge of rules
Performance
= ability to use grammar correctly and appropriately in real-life situations
Aims of Grammar Teaching:
express their own ideas in real situations
in language that is correct, meaningful and appropriate
task of teacher to facilitate this
Learning and Teaching
The Teachers Role
:
facilitator of learning
"organizer" + "observer"
Motivation
:
appropriate activities
supportive, positive and tolerant attitude of teacher
The Learning Continuum
:
teachers need to know ways to facilitate learning in all the different stages
The Role of Grammar Rules
:
discovery techniques and language awareness activities to find rules
Acitivities and exercises
:
Personalization and Creativity
Learning by Doing
Building Confidence