easy to learn and learn

1. Carlos L. Yanes

2. Pedagogical (Merriam-Webster Dictionary)
relating to, or befitting a teacher or education
Pedagogical / Pedagogy (macmillandictionary.com)
relating to educational methods and principles
Pedagogue (www.etymonline.com)
late 14c., "schoolmaster, teacher,"
from Old French pedagoge "teacher of children"
(14c.), from Latin paedagogus, from
Greek paidagogos
"slave who escorts boys to school and
generally supervises them," later "a teacher,"
from pais (genitive paidos) "child"
from agein "to lead"

3. GRAMMAR (macmillandictionary.com)
The set of rules that describe the
structure of a language and control the
way that sentence are formed

4. Odlin, T., (ed.) Perspectives on
Pedagogical Grammar, (Cambridge:
Cambridge University Press, 1994)
A pedagogical grammar is a modern
approach in linguistics intended to aid in
teaching an additional language.

5. This method of teaching is divided into the
descriptive: grammatical analysis, and
the prescriptive: the articulation of a set of
rules. Following an analysis of the context in
which it is to be used, one grammatical form or
arrangement of words will be determined to be
the most appropriate.
Pedagogical grammars typically require rules
that are definite, coherent, non- technical,
cumulative and heuristic. As the rules
themselves accumulate, an axiomatic system
is formed between the two languages that
should then enable a native speaker of the first
to learn the second.

6. A pedagogic grammar is a description of how to use the grammar of
a language to communicate, for people wanting to learn the target
language. It can be compared with a reference grammar, which just
describes the grammar of the language.
Pedagogic grammars contain assumptions about how learners
learn, follow certain linguistic theories in their descriptions, and are
written for a specific target audience.
Example
How English Works and Grammar in Use are pedagogic grammar
books, as they help learners use the grammar of English for
communication.
In the classroom
Learners can be asked to compare different explanations of a
language point from different grammars. This allows learners to
think about grammar and its role in communication.

7. The concept of pedagogic grammar (PG)
has been discussed for over thirty
years, and there have been several
attempts to summarize the data in the
field and to outline the perspectives.

8. The theory of PG may include the
following components:
1) pedagogic grammar itself;
2) the psychological grammar –pedagogic
grammar relationship;
3) the linguistic grammar –pedagogic
grammar relationship;
4) the teaching material –pedagogic
grammar relationship;
5) the implementation of pedagogic
grammar in actual teaching

9. As it follows from Fig. 1, pedagogic grammar
plays the role of filter between
psychological grammar and linguistic
grammar, on the one hand, and the
Teaching progress, on the other.
PSYCHOLOGICA
L GRAMMAR
PEDAGOGIC
GRAMMAR
TEACHIN
G
MATERIA
L
TEACHING
PROGRESS
LINGUISTIC
GRAMMAR

10. PSYCHOLOGICAL
GRAMMAR
PEDAGOGIC
GRAMMAR
TEACHIN
G
MATERIA
L
TEACHIN
G
PROGRES
S
LINGUISTI
C
GRAMMAR

11. PG is a pedagogic description of a
language aimed to improve the control of
the acquisition/process. PG incorporates
all grammar actions to be acquired (with
the description of constituent operations)
as well as the pedagogic information
concerning these actions.

12. The Implementation of Pedagogic Grammar in the
Teaching Process. The best results are achieved on
the basis of a maximum parallel use of both
“acquisition” and “learning”. The efficiency of
“acquisition” depends on:
1) the amount of input;
2) affective characteristics in the classroom;
3) the amount of intake;
4)students’ motivation, initiative and intensity of
training in real-life situations;
5) speech patterns as the only type of pedagogic
information should meet the following requirements:

13. a)provide orientation about the topic of
communication;
b)provide for the visual perception of the
object of communication;
c) model the corresponding speech
acts;
d)control the environment at the L+1 level
(where L is the actual level of the
students).

14. The efficiency of“learning” ishighest when:
a) grammar sub skills are developed along the
materialized-to-mental-forms guidelines;
b)the students’ complete orientationhas
been provided for;
c) the students use the materialized type of
pedagogic information;
d) exercises start immediately after the
orientation;
e) involuntary memorization.

17. What is Pedagogical
Grammar?
-Adopted fromredcrimson07
Uploaded March 22,2012

18. ReneDriven
 refers to pedagogical grammar as a
cover form for any learner or teacher-
oriented description or presentation of
foreign language rule complexes with the
aim of promoting and guiding learning in
the acquisition of that language.

19. Corder
 refers to replace the term
pedagogical grammar with the pedagogy of
grammar, points out that the term does not
just imply to the implicit treatment of
grammar.
Bausch
 pedagogical grammar
results from the consolidation
and integration of the
findings and insights of
theseareas: LINGUISTICS, LANGUAGE
PEDAGOGY and
the FIELD OF APPLICATION (foreign

20. Grammar
Learning
Grammar
Integrated in
textbooks
independent
Pedagogical Grammar Descriptive Grammar
Teaching Reference
Grammar Grammar
School
grammar
University
grammar
User’s
grammar
Linguistic
Grammar
Immediate
constituent
Transformational
generative
Case grammar
Communicative
grammar
Fig.1 Types of Grammar

21. On Descriptive Grammar
 the focus is on the code, linguistic
data is described to reveal patterns of
arrangement of the different grammatical
categories
On Pedagogical Grammar
 the focus is on how grammatical
items may be made more learnable or
teachable

22.  Pedagogical Grammar is considered
a hybrid grammar because it draws
from and synthesizes the other
conceptions of grammar choosing that
which would best suit the grammatical
item being taught.
Fig. 2 shows the four conception of Grammar which
pedagogical grammar draws from

23. 1. Grammar as prescription
->focuses on rules,thatis,the do’s and
don’t of grammatical construction
Ex
.

24. Pedagogical
grammar
Grammar
as an
internalized
system
Grammar
as
prescription
Grammar
as
description
Grammar
as a set of
axioms
Fig. 2 Pedagogical Grammar: A hybrid grammar

25. 2. Grammar as description
-> focuses on the sequence or word
order to become clearer
Ex. teaching of structure of modification
A. Adverbs of place, manner and time
[Adverb of time + sentence + adverb of place, manner]
Or
[Sentence + adverb of manner, place, time]

26. B. Mid-position or frequency adverbs
1. Subject } + verb to be} + mid-position adverb}
+ rest of the sentence
Ex. He is often late.
2. Subject} + mid-position adverb} + action verb}
+ rest of the sentence.
Ex. He often comes late.
3. Subject} + helping verb} + mid-position
adverb} + main verb} + rest of the sentence
Ex. He has often arrived late.

27. 3. Grammar as an internalized system
-> The innate mental structures which a
native speaker has of his language which guides
his actual use of the language and enables him
to sense “what sounds correct” and “what
seems wrong”even if he cannot explain why.
Examples: “if-real” conditionalclause

28. Native speaker: If he comes early, we will join
you.
Filipino learner: If he will come early, we will join
you.
The approach used is consciousness raising to make the
second language learner realize what the native speaker
knows instinctively.

29. 4. Grammar as a set of axioms.
-> One such rule is that which pertains to
the prepositional phrase.
[PP-> P NP (PP)
-> The rule stipulates that “a prepositional
phrase may be re-written as a preposition
followed by a noun phrase which may in turn be
followed by any number of other prepositional
phrases.

30. EXPANSION
S PP-> P NP
(PP)
P NP
1. There’sa treein my garden.
P NP P NP
2. There’sa nestin a tree in my garden.
P NP P NP P NP
3. There’san egg in a nest in a tree in my garden.
P NP P NP P
4. There’san embryo in an egg in a nest in
NP P NP
a tree in my garden

31. Given these grammatical items, which approach to
grammar (prescription, description, innate system or
axiomatic system), would each item land itself to render
it more learnable and teachable?
1. Structure of Complementation
[S- TV- DO] I called my friend.
[S- TV- DO- OC] I called my friend a real gem.
2.Structure of Modification (placement of single-
word adjectival modifier)
I bought three round brown leather keychains.

32. 3. Parallel constructions
Every living creature: the birds of the air, the
animals on the land and the fish in the deep, deserves
its place in the sun.
4. Agreement in number
Neither the teacher nor the students were hurt.
Neither the students nor the teacher was hurt.
Rice and fish is all I had for lunch.
Rice and fish are expensive.
5. Response to negative question
Q: You’re notcoming around tomorrow,are you?
A: No, I’mnot.(SomeFilipino learners would say
“Yes, I’mnotcoming.)

33. 6. Response tothe question, “Do you mind…?”
Some Filipino learners say “Sure,go ahead,” even
whenthey mean “Of course not.Go right ahead.”
7. Definition
a. Full form
[Term to be defined + verb to be + General Class +
relative pronoun + specific characteristics]
Ex. Zoology is the study which is concerned with animal
life.
b. Reduced form
[Term to be defined + verb to be + Gen. Class +
specific characteristic]
Ex. Zoology is the study concerned with animal life.

34. 8. * Shall we go to the living room? (to signal an
invitation)
* Shall I go to the living room? (To ask
information as to what one is to do)