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Grammar - Coggle Diagram
Grammar
What is it?
It is the whole system of a language, usually taken as the syntax and morphology
Pedagogical Grammar
The evolution of Grammar
Traditional Grammar Instruction
Structural Grammar and the Audio-lingual and Direct approaches
Functional approaches
Universal Grammar and the role of syntax
Cognitive approaches
Communicative language teaching and humanistic approaches
Focus on form
Noticing and consciousness raising
Interaction for Grammar learning
Discourse-based approaches to Grammar instruction
The case for Grammar teaching
leads to
There are four theories of Grammar
Prescriptive Grammar
Descriptive Grammar
Grammar as an internalized system
Grammar as an axiomatic system
The theories are the foundation of Reference Grammars
Types of Grammar
Traditional
Communicative
Acquisition-based approaches to Grammar
Language awareness approaches to Grammar
Comparative
Generative
Mental
Pedagogical
Performance
Reference
Theoretical
Transformational
Universal
Word
Relational
Cognitive
Why Pedagogical Grammar?
Fossilization of the knowledge
Expert guidance
Learner's independence
Instructional time
Is the one that deals with the types of grammatical analysis instruction
Why Teaching Grammar?
Because it looks at syntax and morphology.
That means:
Chains
refer to
how words go together in certain order
Slots
refer to
the different places where words can be put in a chain
It has a role in ELT
Learners need to develop
Organizational competence
that consists of
rules of sentence structure
how sentences are put together
semantics (meaning of words)
pragmatics (contexts where language is used
Should it be taught?
Yes, with a balance
appropriate for adult education
some techniques are
taught in context
development of accuracy
not much terminology
motivating
according to Ellis
form and meaning, problematic forms, explicit grammar at intermediate levels, both input-based, deductive and inductive, incidental, corrective feedback,
it can al be seen as
age, proficiency level, educational background, language skills, style, needs and goals
Spoken Grammar
It uses
Written Grammar
It avoids
Regional idioms
Approaches for teaching grammar
The need for the teaching of Grammar
Teaching Grammar? Yes
The sentence machine argument
The fine-tuning argument
The fossilization argument
The advance-organizer argument
The discrete item argument
The rule- of law argument
The learner's expectation argument
Grammar and the ELT Methodology
The teaching of Grammar in our time
Grammar neglected (CLT)
not accepted at all
as a result
focus on form
avoids fossilization
by
correcting mistakes
consciousness raising
Focus attention
That is, noticing language forms
Covert Grammar
deals with grammar while communicative activities take place
Overt Grammar
follows a grammar syllabus to explicitly present grammar rules
Teaching Grammar? No
Knowledge-how argument
Communication argument
Acquisition argument
Natural order argument
Lexical chokes argument
Learner expectation argument
The Didactics of Grammar
Learnability
Why do learners need to be aware of Grammar?
Willis (1993) identifies: Grammar of:
Structure, Orientation, Class, Lexical phrase, Collocation, Text structure, Metaphors and Skills
Because
It guides learners in the correct use.
A grammatical point is learnable
Grammar in context is more learnable
There is evidence of learnability
Consciousness raising
Improving group understanding
Increasing self-awareness
In the classroom
isolating specific information, using data that illustrates the targeted feature and participation of the learners
Basic principles of grammar teaching
The E-factor (Efficiency)
Economy, ease and eficacy
Attention, understanding, memory and motivation
The A-factor (Appropriacy)
Factors involved are:
Age and level, group size, structure, needs and interests, resources or materials, previous experience, cultural factors.
Grammar techniques
Charts
Objects
Maps and drawings
Dialogues
Other written texts
The explanation of Grammar rules
The difficulty of the explanation has to do with the complexity
Some types of rules are:
Prescriptive, Descriptive and Pedagogic
Well-constructed rules
which means the accomplish:
Truth, limitation, clarity, simplicity, familiarity and relevance