Grammatical competence (2)
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Grammatical competence is the ability to understand and produce well-formed phrases and sentences. It involves understanding the internal organization of words including roots, affixes, and word classes as well as the categories, elements, structures, and processes for building phrases and sentences according to grammatical rules.
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The Five Macro Skills in Teaching
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-grammarian
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-layout designer
Subscribe to our online platforms:
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Listening: A Macro-Skill (Education)
Discusses about the nature and importance of listening and how it imposes great significance to learning.
Detailed copy of the topic: (FOR HAND-OUTS)
LISTENING
“A mental operation involving processing sound waves, interpreting their meaning, and storing their meaning in memory.”
Out of the four language skills, (Reading, Writing, Speaking and Listening)
LISTENING HAS BEEN SADLY NEGLECTED
LANGUAGE
Basically ORAL
Students should develop their listening and speaking skills side by side with their reading and writing skills
60% - 70% of the time
An average student can listen to their teachers and classmates in school, to their parents and other members of the family at home, to announcers on the radio and television programs.
IMPORTANCE OF LISTENING
Accurate and perceptive listening will minimize misunderstandings and help students to sustain satisfying and productive relationships.
Careful listening can be critical to work situations.
Listening enables listeners to provide feedback to speakers.
Effective listening abilities strengthen the other language arts: reading comprehension and written communication.
NATURE OF LISTENING
LISTENING
A complex skill that requires attention and energy
Involves;
Recognition - Selection - Short Memory - Inference
Explanation:
The listener recognizes the sounds and the words; he engages in a process of selection on two levels – selecting sounds and words and grouping them into meaningful units as well as selecting the information relevant to his purpose in listening. This information is stored in then stored in the short-term memory, ready to be used; the inference is about the speakers age, beliefs, feelings, etc. Is an important micro-skill in listening.
LISTENING
A creative skill.
We hear sounds, words, the rise and fall of voice, from all which we create significance.
We listen not for the words alone but for the meanings.
Rivers; significance depends on three factors:
Linguistic information which the listeners perceive aurally of sounds, words, and their arrangements in utterances
Situational context of the utterance
Intentions of the speaker
Many of the students can hear but do not comprehend because it is only the linguistic content of the utterance that is given attention.
Issues in teaching grammar
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Error correction and feedback
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Discourse competence
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Grammar assessment
This document discusses assessing grammar. It provides definitions of grammar and explains that assessing grammar is important for determining student proficiency, identifying strengths and weaknesses, and giving feedback. There are different types of grammar assessment formats, including recognition, production, editing, and transformation. The reasons for assessment include diagnosing student abilities and tracking progress. Formative assessment is ongoing, while summative assessment occurs at the end of learning. Authentic assessment and avoiding grammatical terms in instructions are also discussed.
Recommended
The Five Macro Skills in Teaching
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Listening: A Macro-Skill (Education)
Discusses about the nature and importance of listening and how it imposes great significance to learning.
Detailed copy of the topic: (FOR HAND-OUTS)
LISTENING
“A mental operation involving processing sound waves, interpreting their meaning, and storing their meaning in memory.”
Out of the four language skills, (Reading, Writing, Speaking and Listening)
LISTENING HAS BEEN SADLY NEGLECTED
LANGUAGE
Basically ORAL
Students should develop their listening and speaking skills side by side with their reading and writing skills
60% - 70% of the time
An average student can listen to their teachers and classmates in school, to their parents and other members of the family at home, to announcers on the radio and television programs.
IMPORTANCE OF LISTENING
Accurate and perceptive listening will minimize misunderstandings and help students to sustain satisfying and productive relationships.
Careful listening can be critical to work situations.
Listening enables listeners to provide feedback to speakers.
Effective listening abilities strengthen the other language arts: reading comprehension and written communication.
NATURE OF LISTENING
LISTENING
A complex skill that requires attention and energy
Involves;
Recognition - Selection - Short Memory - Inference
Explanation:
The listener recognizes the sounds and the words; he engages in a process of selection on two levels – selecting sounds and words and grouping them into meaningful units as well as selecting the information relevant to his purpose in listening. This information is stored in then stored in the short-term memory, ready to be used; the inference is about the speakers age, beliefs, feelings, etc. Is an important micro-skill in listening.
LISTENING
A creative skill.
We hear sounds, words, the rise and fall of voice, from all which we create significance.
We listen not for the words alone but for the meanings.
Rivers; significance depends on three factors:
Linguistic information which the listeners perceive aurally of sounds, words, and their arrangements in utterances
Situational context of the utterance
Intentions of the speaker
Many of the students can hear but do not comprehend because it is only the linguistic content of the utterance that is given attention.
Issues in teaching grammar
The document discusses two main issues in teaching grammar: teaching large multi-level classes and catering to different learning styles. Teaching large classes has benefits like ensuring interaction and exposure to diverse perspectives, but also challenges such as maintaining control and providing individualized instruction. There are also four different learning styles - concrete, analytical, communicative, and authority-oriented - and teachers should design lessons to accommodate different preferences for learning grammar inductively or deductively.
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Licensure Examination for Teachers (LET) Reviewer for Majorship-English Secondary.
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This document discusses grammar and its teaching. It begins by asking what grammar is and exploring spoken versus written grammar. Grammar is defined as the study of possible language forms. The document then discusses grammar syllabuses, reasons for and against teaching grammar, and different approaches to teaching grammar, including inductive and deductive. It provides tips for teaching grammar, emphasizing teaching grammar students need in a communicative way within a text context. The overall document explores different aspects of grammar and its instruction.
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The document discusses techniques for providing feedback and correcting errors in language learning. It identifies three types of corrections: self-correction where students correct themselves; student-to-student correction where students correct each other; and teacher correction. For self-correction, teachers can use techniques like repetition, echoing, questions or hints to subtly point out mistakes without telling students they are wrong. Student-to-student correction works well in cooperative classrooms but the original student must still be involved. Teacher correction is a last resort if students can't self-correct or correct each other. The document also addresses the difference between accuracy and fluency activities when deciding whether and how to correct errors.
Discourse competence
The document discusses discourse competence, which is defined as the ability to understand, create, and develop forms of language longer than sentences with appropriate cohesion, coherence, and organization. It examines how discourse competence emerged as a goal in language teaching and models proposed by scholars. Key aspects of discourse competence include cohesion, coherence, rhetorical effectiveness, and thematic organization. The document also provides examples of exercises to develop discourse competence and innovations such as content-based language teaching and contrastive rhetoric.
Grammar assessment
This document discusses assessing grammar. It provides definitions of grammar and explains that assessing grammar is important for determining student proficiency, identifying strengths and weaknesses, and giving feedback. There are different types of grammar assessment formats, including recognition, production, editing, and transformation. The reasons for assessment include diagnosing student abilities and tracking progress. Formative assessment is ongoing, while summative assessment occurs at the end of learning. Authentic assessment and avoiding grammatical terms in instructions are also discussed.
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This document discusses different approaches to teaching grammar. It proposes a three-dimensional grammar framework that considers the form, meaning, and use of grammatical structures. It also discusses the challenges students face in learning grammar and emphasizes the importance of understanding students' learning processes. Effective grammar teaching involves enabling students to use structures accurately, meaningfully, and appropriately. Both form-focused and communicative approaches are recommended, along with examples of output activities and the role of feedback.
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hearing of speech sounds)
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(syntax), and meaning (semantics). It can involve looking
at how languages change over time (historical linguistics);
how language varies from situation to situation, group to
group, and place to place (sociolinguistics, dialectology);
PDF created with pdfFactory Pro trial version www.pdffactory.com
u how people use language in context (pragmatics,
discourse analysis); how to model aspects of
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experimental linguistics); how language relates to
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human beings”
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PDF created with pdfFactory Pro trial version www.pdffactory.com
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ask this question: Why should we teach or learn
linguistics?
u What is the importance of linguistics?
u What do linguistics and teacher deal with?
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aspects to this study: language form, language meaning, and
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PDF created with pdfFactory Pro trial version www.pdffactory.com
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PDF created with pdfFactory Pro trial version www.pdffactory.com
u Linguistics is a major that gives you insight into one of the
most intriguing aspects of human knowledge and behavior.
Majoring in linguistics means that you will learn about
many aspects of human language, including sounds
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(syntax), and meaning (semantics). It can involve looking
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acquire or learn language (language acquisition);
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experimental linguistics); how language relates to
historical, social, and cultural issues
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learn language (applied linguistics).
PDF created with pdfFactory Pro trial version www.pdffactory.com
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language is what makes us distinctly human. Lederer (1991)
puts it in the strongest terms: “The birth of language is the
dawn of humanity …. before we had words, we were not
human beings”
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u The relationship between linguistics and second language
teaching has always been a controversial one. Many linguists
have argued that linguistics has nothing to say to the teacher.
Sampson (1980, p.10), says: "I do not believe that linguistics has
any contribution to make to the teaching of English or the
standard Europea
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1. Collocations, idioms, and other multi-word items are semi-fixed phrases that native speakers have internalized as single choices.
2. Multi-word items consist of sequences of two or more words that form meaningful and inseparable units through processes of fossilization and word formation.
3. Types of multi-word items include compounds, phrasal verbs, idioms, fixed phrases, and prefabs. Models categorize multi-word items based on their semantics and syntax.
Secondary written language matrix sheet1
The document provides a matrix that outlines 5 levels of support for developing secondary written language skills. It describes the characteristics of vocabulary, organization, verb usage, sentence structure, and form at each level from very limited skills to mastery of specialized academic vocabulary and styles.
Launching Real Spelling- School Wide, Year 1
The document provides an overview of the word study curriculum for grades KG2-5 at the American Community School of Abu Dhabi. It outlines the curriculum for 26 weeks, with a focus on systematically teaching word structure and spelling patterns. This includes teaching concepts like prefixes, suffixes, vowel sounds, consonant sounds, syllable counting, compound words, and exceptions to spelling rules. The goal is for students to understand how words work and be able to analyze new words using their knowledge of word structure and patterns.
Teaching spelling
The document discusses spelling development and instruction. It outlines 5 developmental stages of spelling from emergent to independence. Effective instruction should match words to students' developmental level, not frustration level, and focus on spelling patterns rather than individual words. Spelling involves phonemic, graphophonic, morphemic, etymological, and visual awareness and influences reading and writing.
Teaching spelling
1. Letter name alphabet spelling and within-word pattern spelling align with Years 1-2 of the Australian Curriculum, focusing on phonics, short vowels, blends, digraphs.
2. Syllables and affixes spelling relates to Years 3-4, with concepts of long vowels, inflectional endings, syllabication, and homophones.
3. Derivational relations spelling corresponds to Years 5-7, exploring word origins, roots, affixes, and morphological relationships between spelling and meaning.
Assessing Grammar (Summary ch 1, 8 & 9)
This document summarizes different approaches to grammar:
- The syntactocentric perspective defines grammar as accounting for an ideal speaker's knowledge of structure and predicts language use.
- The communicative perspective treats grammar as one resource for communicating messages and interpretations.
- Traditional grammar focuses on prescriptive rules and exceptions, while structural grammar describes morphology and syntax patterns.
- Transformational-generative grammar reveals an underlying universal grammar.
- Corpus linguistics analyzes large text collections to show language patterns and variation.
- Systemic-functional grammar sees grammar and meaning as interconnected within contexts.
- Speech act theory views communication as appropriate language use within a context.
Grammatical systems (joana, jose, daniel)
According to the document:
1. Language uses grammatical systems to create semantic distinctions between lexical elements and differentiate components of grammar.
2. One system is the grammatical choice system which determines the order of subjects, finite verbs, and predicates in clauses to form three basic clause patterns: declarative, interrogative, and imperative.
3. The ordering and arrangement of grammatical roles results in the realization of grammatical choices through sentence structures, which are then expressed through sounds or letters.
Teaching vocabulary in a common core world
The document discusses how vocabulary is addressed in the Common Core State Standards for K-5. It emphasizes that students should determine meanings of unknown words, understand relationships between words, and acquire academic vocabulary. It outlines how vocabulary is developed for literature, informational text, foundational skills, and writing. Specific standards are provided for each grade level. Effective strategies for teaching vocabulary are explained, such as explaining words, showing their use, and applying them in fun ways to build background knowledge. Sample read aloud books and lesson templates are provided to help teachers implement vocabulary instruction.
Idiomi, lecture 01, 12 13
This document discusses fixed expressions in English. It notes there is no agreed upon terminology and definitions can vary. Idioms are defined as multi-word phrases whose meanings are not fully predictable from the individual words. Idioms typically have both a literal compositional meaning and a non-compositional idiomatic meaning. Fixed expressions include idioms and other phrases like proverbs and collocations that vary in their degree of compositionality. Institutionalization, fixedness, and non-compositionality are identified as the main factors in defining fixed expressions, though there is variability. Other criteria mentioned include orthography, syntactic integrity, and phonological properties. Examples of common English idioms and fixed expressions are provided.
Theoretical grammar of_the_english_language (4)
The document discusses theoretical grammar and the grammatical structures of the English language. It covers topics such as:
1) Theoretical grammar is concerned with language in general rather than a specific language, and aims to make the formal rules of grammar explicit.
2) A language incorporates phonological, lexical, and grammatical systems. The grammatical system determines the combination of lexical units to form utterances.
3) Theoretical grammar analyzes language systems to describe phenomena and explain their uniqueness, focusing on semantics, functions, and the intrinsic mechanisms of language.
4) Key aspects of theoretical grammar for English include morphology, which studies word forms and changes, and syntax, which examines phrase and sentence construction.
Persuasive writing scoring guide
The scoring guide evaluates persuasive essays across six components: Focus, Organization, Sentence Fluency and Word Choice, and Conventions. A score of 6 indicates clear focus, strong organization with effective transitions, varied sentence structures and word choice. Minor errors do not interfere with understanding. A score of 3 suggests an uneven essay with some disjointed parts and simple structure. Frequent grammatical errors sometimes interfere with understanding. A score of 1 exhibits little organization and numerous errors that prevent full comprehension.
Portfolio artifacts #1
The rubric assesses student writing across four categories: content, organization, style, and conventions of writing. For a score of 4, the highest level, writing includes many topic-relevant details, a clear beginning-middle-end structure with transitions, unique word choice and varied sentences, a consistent focus on the intended audience and topic, and polished writing mechanics. A score of 3 reflects sufficient details, an organized structure, developing style, an audience focus most of the time, and grade-level writing conventions. A score of 2 has few topic sentences, a beginning-middle-end structure, inconsistent style, sometimes focusing on the audience and topic, and correct spelling of common words. A score
Spelling Instruction
The document discusses different stages of spelling development:
1) Pre-communicative spelling - scribbles and random letters without connections to sounds.
2) Semiphonetic spelling - letters represent some sounds but not all, and spelling is not readable. Strategies include discussing sounds and encouraging writing.
3) Phonetic spelling - letters represent all sounds heard and spelling is readable. Strategies include reading daily, modeling writing, and teaching visual word features.
Parts of speech & Parts of a sentence
its a presentation showing parts of speech and parts of a sentence and their relation.would be helpful for the learner of english language.
词汇学
This document provides an overview of morphological structure in English words. It discusses morphemes, their classification and identification. Specifically, it defines morphemes, allomorphs, and different types of morphemes. It also explains the relationships between morphemes, roots, stems, bases and affixes in word formation. Key points covered include the differences between free and bound morphemes, derivational and inflectional morphemes, and content/lexical versus grammatical morphemes. Examples are provided to illustrate morphological analysis and identification of morphemes in words.
Definitions for labels
Pragmatics refers to the rules that govern how language is used in different contexts and environments. Language use varies based on social factors like who one is speaking to. For example, language is more formal when speaking to authority figures and more casual when speaking with peers. Some children have difficulty understanding and applying these subtle social rules of language use, which can lead to perceived inappropriate behavior.
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The document outlines levels of reading competence that progress from basic skills like using short phrases and familiar topics to more advanced skills such as spelling conventions, punctuation, ambiguity resolution through context, dictionary usage, and knowledge of pronunciation rules. The highest levels involve error-free continuous writing, spelling, and applying phrasing and intonation rules during oral reading.
Grammatical competence (2)
Grammatical competence is the ability to understand and produce well-formed phrases and sentences. It involves understanding the internal organization of words including roots, affixes, and word classes as well as the categories, elements, structures, and processes for building phrases and sentences according to grammatical rules.
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Grammatical competence is the ability to understand and produce well-formed phrases and sentences. It involves understanding the internal organization of words including roots, affixes, and word classes as well as the categories, elements, structures, and processes for building phrases and sentences according to grammatical rules.
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This document outlines the linguistic competences required at different levels from A1 to C2. It describes the general linguistic range and abilities for each level, from having a very basic range of simple expressions to being able to exploit a comprehensive and reliable mastery of language to formulate thoughts precisely without restriction. The levels progress from having to compromise messages and search for words to having a sufficient range to describe unpredictable situations and develop arguments.
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Lexical competence
Vocabulary knowledge involves both a quantitative and qualitative aspect. The quantitative aspect refers to the number of words known, while the qualitative aspect refers to the depth of knowledge about each word, including its frequency, collocations, register, form, associations, meanings, and relationships to other words. Fully knowing a word is an elaborate process that takes place gradually over a long period of time as learners acquire in-depth information about its characteristics and how it is organized in the mental lexicon.
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Grammatical competence (2)
- 2. Grammatical competence is the ability to understand and express meaning by producing and recognising well-formed phrases and sentences.
- 3. Elements Processes classes morphs (descriptive) morphemes- nominalisation *open roots and Structures affixation word affixes Categories suppletion classes words number compoun gradation case, d and transposition *closed gender complex transformation word classes words
- 4. Shows only Maintains limited control of Uses some consistent a few simple simple grammatical grammatical structures control of structures correctly complex language Uses *high degree reasonably of grammatical accurately a accuracy repertoire of frequently used *Good ‘routines’ grammatical Shows a relatively control high degree of grammatical control
- 6. Deals with the internal organisation of words Words may be classified into classed as *roots, or simple complex compound stems; words words * affixes words (prefixes, containing *root only *root suffixes, infixes) more than • Six *affixes, one root, • tree, *unbrokenly for example *break *sixes evening dress
- 7. irregular zero • vowel consonant forms forms alteration modification bring/bro suppletion sheep/sh sing/sang lend/lent ught, go/went eep, catch cut/cut
- 8. categories, elements classes The ability to organise sentences to convey structures meaning is a central aspect processes and of communicative relations involved, competence. often presented in the form of a set of rules