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Prof. Adjunto Regular: Estela N. BRAUN
Practice II, Special Didactics of ELT and Practicum at Primary
School Level, 2013.
...
A PLACE FOR GRAMMAR
• What does the conversation between the autor and a child (page 96) tell us about the role of grammar...
EXPANDING LANGUAGE RESOURCES

• LEXIS

BIG

It was very big.
NOTICING GRAMMAR
The child does not notice the
gramar of the sentence, but he/
she may get the whole phrase,
as a chunk, b...
FROM FORMULAIC SPEECH OR CHUNKS TO
GRAMMAR
• The chunk may be:
 Used as a whole
 Broken down and re-used: It was very da...
GRAMMAR AND YLE
Grammar is necessary to express MEANINGS in DISCOURSE.
Grammar and lexis are closely linked.
Grammar le...
DIFFERENT MEANINGS OF GRAMMAR

Grammar as a structure or a SYSTEM.
But language is constantly changing (teenagers, Real ...
THEORETICAL AND PEDAGOGIC
GRAMMARS
• Theoretical linguistis:

• CHOMSKY
• HALLIDAY: language as a tool to express meaning,...
PEDAGOGICAL GRAMMARS

• They are explicit descritpions of patterns, rules in a language,
presented in ways thata re helpfu...
INTERNAL GRAMMARS
•

Answer questionnaire. Questionnaire: Lynne Cameron. Chapter 5:PRACTICAL 17.

•
•

INTERNAL GRAMMARS

...
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Teaching grammar to yle

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Transcript of "Teaching grammar to yle"

  1. 1. 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 (UNLPam) CHAPTER 5: LEARNING GRAMMAR TEACHING LANGUAGES TO YOUNG LEARNERS , LYNNE CAMERON .CUP (2001)
  2. 2. 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? • MODELLING • USE OF BODY LANGUAGE • MEANING • DRAWINGS • EMBEDDED IN A TOPIC • CONTEXTUALIZED
  3. 3. EXPANDING LANGUAGE RESOURCES • LEXIS BIG It was very big.
  4. 4. NOTICING GRAMMAR 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.
  5. 5. FROM FORMULAIC SPEECH OR CHUNKS TO GRAMMAR • 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
  6. 6. 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
  7. 7. 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.
  8. 8. THEORETICAL AND PEDAGOGIC GRAMMARS • Theoretical linguistis: • CHOMSKY • HALLIDAY: language as a tool to express meaning, functional systemic gramar • CORPUS LINGUISTICS • Descriptive grammars, theoretically sound and elegant, but not meant for teaching.
  9. 9. PEDAGOGICAL GRAMMARS • 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)
  10. 10. INTERNAL GRAMMARS • Answer questionnaire. Questionnaire: Lynne Cameron. Chapter 5:PRACTICAL 17. • • INTERNAL GRAMMARS • 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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