cied 5543 structures of american english dr. freddie bowles [email protected] 479-575-3035 peabody...
TRANSCRIPT
Chapters Two & Three
OWhat’s in a word?OGrammatical Terms
OTo Teach or Not To TeachOTeaching Grammar
Let’s Draw!
OPhrase Structure DiagramOaka “Tree Diagrams”
O Try this one: “A feisty dog followed the young boy to his house.”O Hint: Some abbreviations—S, NP, VP,
PP, Art, Adj, PDO Hint: Label the sentence elements first.
Tree Diagram AnswerA feisty dog followed the young boy to his house.
S
NP VP
Art Adj N V NP PP
The feisty dog followed Art Adj N Prep
NP the young boy toPD N
his house
Chapter Two: TermsMatching Activity
OIn your groups, match the terms with the definitions.
OBe prepared to give an example.
Matching Answers
Head elementof a noun phrase
Noun, Pronoun, or Gerund
General names for people, places, and things divided into two classes
Common Nouns
Nouns that can be made into plurals
Count Nouns
Nouns that do not have a plural form
Noncount Nouns
Matching AnswersA present participle that can function as a noun
Gerund
A type of determiner showing definiteness or indefiniteness
Articles
A type of determinerused to indicate distance
Demonstrative Determiner
A function of a noun phrase used as the “agent” or “doer” in a sentence
Subject
Matching AnswersA function of a noun phrase that is affected by the action indicated by a verb
Direct Object
A function of a noun phrase that follows the form of the verb “be” and refers to the subject of a sentence
Predicate Nominals
A function of a noun phrase that defines a NP that it follows
Appositive
Another term for Verb Phrase Predicate
Matching AnswersEndings added to verbs to indicate person, number, and tense
Inflections
The term used to indicate whether the action of the verb is in progress, repetitive, or complete
Aspect
A class of auxiliary verbs that indicate possibility, probability, obligation, ability, or necessity
Modal Verbs
A class of verbs in which the subject is affected by the verb itself
Ergative Verbs
Matching Answers
A lexical aspect of a verb indicating a state rather than an action
Stative Verbs
Verbal structures consisting of a verb plus one or two other elements that functions as a single unit
Phrasal Verbs
The term used when two independent clauses are joined together
Coordinate Sentence
Matching Answers
A type of subordinate clause introduced by a relative pronoun
Relative Clause
A type of subordinate clause providing information to complete the meaning of the verb
Complement
Chapter Three: Teaching Grammar
Why teach grammar to adults?O L2 learning is fundamentally
different from L1 learning.O Language learning is time sensitive
and vanishes as Ls reach adulthood.O L2 acquisition has varying degrees of
success.O L2 learners experience stabilized
grammar.O L2 success is influenced by affective
factors.
To teach or not to teach grammar?
O NOT!—Krashen (1970s) Input HypothesisO Acquisition comes from comprehensible
input (the Natural Approach—Krashen & Terrell, 1983)
O No empirical research to support Krashen’s theory
O Yes!—Empirical studies to support grammar instruction including production of past tense forms, relative clauses, accuracy, effect of oral and written tasks, for example.
How to teach grammar?
O Explicit vs. ImplicitO Explicit: Rules are explainedO Implicit: No overt reference is made
to rules or forms
O Explicit teaching produces better and longer-lasting learning.
How to teach grammar?
Deductive vs. InductiveO Deductive: Focus on Forms (FonFs, Long, 1997)O Different structures are presented and
practiced in different kinds of exercises including memorizing dialogues, reading simplified texts, doing transformation exercises, and receiving negative feedback
O Teaches more than learner needs to knowO Does not present a realistic model of language useO Ignores research finding that show learning is not
a one-time categorical eventO Ignores the role of development stages in learning
How to teach grammar?
O Inductive—Focus on Form (FonF)O Students formulate rules from natural
languageO Students reflect on nature of
grammatical rulesO Students use rules in meaningful
conversations in realistic contexts
Approaches to Teaching Grammar
1. Communicative Language Teaching (CLT)
O Developed in the 1970s and 80sO Savignon originated the term “communicative
competence” (1972)O Two goals: Ss learn to use feedback to judge the
success of their attempts to communicate, and Ss use appropriate linguistic forms in social contexts
O Limited grammatical competenceO Adaptation: A more eclectic approach to
teaching
Approaches to Teaching Grammar
Grammar in Context (Nunan, 1998)O Advocates an “organic” approach O Learners become active explorer of languageO Learners develop understanding of
relationships between grammar and discourse
O Exposure to authentic languageO Opportunity to use language in new waysO Relies heavily on collaborativeO Emphasizes implicit grammar instructionO Provides opportunities to revise
Approaches to Teaching Grammar
Task-Based Language Teaching (Long, 1997)
Relevant to advanced learners who need proficiency for academic, occupational, or vocation purposesO Uses realistic tasks in teachingO Elaborates on input given to SsO Supplements authentic textsO Provides rich inputO Respects and encourages learner syllabiO Promotes cooperative learning
Approaches to Teaching Grammar
2. Processing Instruction (VanPatten, 1996)Focus on a “form-meaning” connection (intake)Input must be noticed and comprehended to become intake (input processing)1. Ss given explicit description of a structure2. Ss informed about input process that might
interfere with form-meaning connection3. Ss given structured input to assist in correct
processing of structureWhat’s missing? Output! VanPatten believed richer input produced better output.
Approaches to Teaching Grammar
3. Output Hypothesis (Swain, 1985; Gass, 1997)O Swain found that Ss had good comprehension but
limited productive skills.O Gass suggested that production requires more
attention to L2 grammar and input processing.O Gass—L2 Output accuracy involves a focus on
grammar rules utilizing the interlanguage, the evolving grammatical system.
O DeKeyser & Sokalski (2001) found that PI is better for comprehension skills and output practice is better for productive skills
Classroom ApplicationsO CLT activities—interactive and
collaborative: games, puzzle solving, role-playing, storytelling.
O Grammar in Context Activities—comparative activities to explore connection of grammar to discourse: compare textbook activity to authentic conversation; “information packaging”—combining sentences to create paragraphs
Classroom ApplicationsO Task-Based Language Teaching: closed
tasks (one answer) or open-tasks (multiple answers)O Tasks should elicit a specific grammar
structureO Enhancing Input: Input flooding to introduce
multiple uses of grammatical structure (PI)—stories, instruction, classroom language
O Textual Enhancement: typographically highlighting a particular grammar structure in a written passage
O Output Practice: Pushed Output encourages students to produce language slightly beyond their current ability—dictogloss.