Prof. Adjunto Regular: Estela N. BRAUN
Practice II, Special Didactics of ELT and Practicum at Primary
School Level, 2013.
Foreign Languages Department, Humanities College,
Universidad Nacional de La Pampa
CHAPTER 5: LEARNING
TEACHING LANGUAGES TO YOUNG LEARNERS , LYNNE CAMERON .CUP
A PLACE FOR GRAMMAR
• What does the conversation between the autor and a child (page 96) tell us about the role of grammar in the
YLE knowledge of a foregin language?
• USE OF BODY LANGUAGE
• EMBEDDED IN A TOPIC
EXPANDING LANGUAGE RESOURCES
It was very big.
The child does not notice the
gramar of the sentence, but he/
she may get the whole phrase,
as a chunk, because he/she is
absorbed in the meaning
of the message.
FROM FORMULAIC SPEECH OR CHUNKS TO
• The chunk may be:
Used as a whole
Broken down and re-used: It was very dangerous
The child starts a process of GRAMMAR CONSTRUCTION
GRAMMAR AND YLE
Grammar is necessary to express MEANINGS in DISCOURSE.
Grammar and lexis are closely linked.
Grammar learning can evolve from the learning of chunks of language.
Talking about something MEANINGFUL with the child can be a useful
way to introduce gramar.
Grammar can be taught without technical labels (VERY)
Watch video orals for YLE
DIFFERENT MEANINGS OF GRAMMAR
Grammar as a structure or a SYSTEM.
But language is constantly changing (teenagers, Real Spanish Academy: how
to write on the Internet)
When we teach a foreign language we need to FIX it:
Breaking language into Word-sized bits (vocabulary)
Breaking language into patterns: grammar rules
They describe what people usually do.
THEORETICAL AND PEDAGOGIC
• Theoretical linguistis:
• HALLIDAY: language as a tool to express meaning,
functional systemic gramar
• CORPUS LINGUISTICS
• Descriptive grammars, theoretically sound and elegant,
but not meant for teaching.
• They are explicit descritpions of patterns, rules in a language,
presented in ways thata re helpful to teachers and to learners.
• (Show books as examples)
Answer questionnaire. Questionnaire: Lynne Cameron. Chapter 5:PRACTICAL 17.
How will learners meet pedagogical grammars?
What are the characteristics of an internal grammar? What other name does it receive?
How does the difference between teaching and learning apply to it?
What factors influence the growth from words to grammar?
How does hypothesis testing proceed?
What is the importance of errors?
What is the influence of the L1 over the L2? TRANSFER.
Explain different ways to teach grammar. Summarize them.
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