Unit 1
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The document discusses what grammar is and its importance in language learning. It defines grammar as the rules that determine how sentences are formed in a language, describing the structure and combination of words. Morphology covers word formation rules, while syntax covers word order rules. The document also presents arguments from experts on both sides of whether grammar should be explicitly taught, or learned implicitly through communication. Some say it helps with accuracy and prevents fossilization, while others argue it is not necessary for children learning their first language.
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Grammar for beginning learners 2
Yolanda and Byanca, your assigned activity is "Word scramble". Please find a similar activity from a beginner's textbook or study sheet, cite your reference, and design your own word scramble activity to present to the class later. The rest of you, please wait patiently for your turn.
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The document discusses four sample lessons for teaching grammar using a deductive approach:
1) Using rule explanations to teach question formation
2) Teaching "used to" using translation from Spanish to help learners understand
3) Teaching articles using grammar worksheets and group activities
4) Teaching word order using self-study grammar books as homework followed by peer editing activities
The lessons aim to make grammar instruction more engaging for learners and reduce teacher-centered instruction.
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This document discusses how to teach grammar. It covers defining grammar and its components like texts, sentences, words and sounds. It discusses two approaches to teaching grammar - deductive and inductive learning. Inductive learning involves students deriving grammar rules from examples without being directly taught the rules. The document also discusses using different types of texts and contexts as a way to teach grammar in a more meaningful way for students. Sources of texts that can be used include course books, authentic materials, and materials generated by teachers or students.
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Grammar for beginning learners 2
Yolanda and Byanca, your assigned activity is "Word scramble". Please find a similar activity from a beginner's textbook or study sheet, cite your reference, and design your own word scramble activity to present to the class later. The rest of you, please wait patiently for your turn.
What does learning grammar involve?
Learning grammar involves understanding its form, meaning, and use. Form refers to the structure of the language. Meaning is the comprehension generated by the grammar. Use is how the grammar is applied in language. Teaching grammar effectively involves presenting the target structure, isolating and explaining its form and meaning, providing practice opportunities, and testing students' understanding. The organization of grammar instruction should follow these stages to allow students to perceive, understand, and demonstrate their knowledge of new grammatical structures.
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The document discusses four sample lessons for teaching grammar using a deductive approach:
1) Using rule explanations to teach question formation
2) Teaching "used to" using translation from Spanish to help learners understand
3) Teaching articles using grammar worksheets and group activities
4) Teaching word order using self-study grammar books as homework followed by peer editing activities
The lessons aim to make grammar instruction more engaging for learners and reduce teacher-centered instruction.
How to teach grammar
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This document discusses approaches to teaching grammar and provides examples of tasks that can be used. It describes both descriptive and generative grammar. The inductive approach is suggested, proceeding from examples to help learners induce rules. Tasks should involve meaningful context and activities to internalize and generate rules. Errors should be prioritized and corrected based on communicative needs to avoid demotivation.
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1. Deductive approaches start with presenting rules and examples, which can be time-saving but teacher-centered.
2. Inductive approaches have students discover rules themselves through problem-solving, which makes rules more meaningful but takes more time.
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The basic idea here is to give students a listening or reading text or some examples of English sentences and ask them to discover how the language works.
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This document provides an overview of how to teach grammar, discussing various approaches and principles. It examines the case for and against explicitly teaching grammar. While the case against argues that grammar should not be separated from communication, the case for notes grammar enables fine-tuning of meaning and prevents fossilization of errors. Current approaches emphasize a focus on form within meaningful communication and consciousness-raising of grammatical structures. Basic principles of efficient and appropriate grammar instruction are also outlined.
2014 grammar issues 3 Key Strategies
Rodolfo Chaviano presented on teaching grammar at the CCNN Conference in Managua on August 7th, 2014. He discussed three key strategies for teaching grammar to EFL students: 1) helping students understand grammar concepts, 2) teaching simple formulas, and 3) providing practice through reward and punishment. Chaviano advocates using a competency-based approach focused on developing students' grammatical competence alongside other language skills. He notes that some grammar forms, like certain tenses, can be difficult for students and recommends addressing challenges through clear explanations and ample practice opportunities.
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English Grammar
This document provides an overview of English grammar. It begins by defining grammar as the structural foundation of expressing oneself in language. It then discusses different types of grammar, including descriptive grammar which refers to how language is actually used, and prescriptive grammar which refers to how some think the language should be used. The document also covers parts of speech, negation, clause and sentence structure, the history of English grammar, and defines English grammar as the body of rules describing the structure of expressions in the English language.
Grammar-LET Review
The document discusses different approaches to and perspectives on grammar, including:
- Descriptive grammar studies language as actually used, while prescriptive grammar prescribes "correct" usage.
- Various types of grammar focus on different aspects, such as comparative grammar examining language relationships, generative grammar studying sentence structure rules, and reference grammars describing language principles.
- Theoretical debates include whether to prioritize rules or usage, and how best to teach grammar to facilitate language learning and communication.
Canberra T & L Secondary Vocabulary
This document provides information and strategies for teaching vocabulary to secondary students. It discusses how vocabulary knowledge is important for reading achievement but can divide students economically and academically if gaps are not addressed. The document recommends explicitly teaching vocabulary through direct instruction, independent reading, and multiple exposures in meaningful contexts. Specific strategies include teaching word parts, providing collaborative learning opportunities, and ensuring students have ownership of words through many encounters. The goal is to help all students develop a robust vocabulary so they can succeed academically.
The nature of language slideshare.net
The document discusses three key views of the nature of language: structural, communicative, and interactional. It also covers definitions of learning, theories of language learning including process-oriented and condition-oriented theories, and differences between approaches, methods, and techniques in language teaching. The structural view sees language as a system of related elements, while the communicative view sees it as a vehicle for expression of meaning. The interactional view regards language as a tool for social interaction.
3. new essays
This document discusses grammar and its role in formal communication. It notes that while grammar provides rules to structure language, errors can occur when applying grammar rules in formal situations due to people's varying abilities and the influence of first languages. To reduce errors, the document recommends learning about interference, where first language competence can replace second language competence during communication. Overall, the document examines how grammar both enables and challenges effective formal communication.
English Grammar
1. English grammar refers to the rules and structure of the English language including word classes, phrases, clauses, sentence structure, negation, and history.
2. There are two main approaches to grammar - descriptive grammar studies how language is actually used while prescriptive grammar focuses on defining correct usage.
3. The earliest published English grammar was in 1586, but English grammars were often written in Latin for many years due to the influence of Latin grammar in education.
applied linguistics Jurnal Riska
1) The document discusses the relationship between applied linguistics and teaching grammar. Applied linguistics involves applying linguistic theories to practical fields like language teaching. It has a broad scope that includes education, workplace communication, and information design.
2) Teaching grammar is an important aspect of language education. Grammatical structures form a core part of a language. Applied linguistics can help with teaching grammar as it draws on linguistic knowledge related to language instruction.
3) Examples of tenses like the present continuous and past continuous are provided to illustrate how applied linguistics informs grammar pedagogy. Understanding grammar and applying linguistic theories enhances how grammar is taught and learned.
Language acquistion theories
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
1. grammar (ina rosita)
This document discusses different approaches to grammar:
Traditional grammar focuses on parts of speech and sentence structure rules. Functional grammar views language as a tool for meaning making and analyzes whole texts and their contexts. It describes language using categories like participants, processes, and circumstances. Formal grammar examines sentence structure but is more concerned with validation than prescription. The document provides examples applying each approach and their pedagogical implications, concluding that traditional grammar prioritizes correctness while functional grammar emphasizes cohesion and coherence in text production.
A Literature Review On Strategies For Teaching Pronunciation
This document reviews strategies for teaching English pronunciation. It begins by stating that pronunciation is often neglected in ESL/EFL classrooms despite its importance. The purpose is to review pronunciation teaching strategies from different sources.
The introduction discusses how pronunciation is still neglected worldwide and reviews research showing its importance for communication, listening comprehension, reading and spelling. The problem is identified as teachers lacking useful strategies for teaching pronunciation.
A theoretical framework of seven changes in second language learning and teaching paradigms is presented that has implications for pronunciation instruction. Research on the relationships between intelligibility, comprehensibility and accent is summarized, with limitations noted.
The literature review discusses researchers' views on the key contents of pronunciation instruction,
Ngu phap
The document discusses various linguistic concepts related to grammar. It begins by defining grammar in both the broad and narrow sense. In the broad sense, grammar includes all aspects of language like morphology, syntax, semantics etc. In the narrow sense, grammar refers specifically to word formation and sentence structure.
It then contrasts prescriptive grammar, which provides normative rules, with descriptive grammar, which objectively describes language as used. There is disagreement between these approaches on sentences like "I don't know nothing".
The document also discusses key grammatical units like phrases, clauses, and morphemes. It explains differences between concepts like stems, roots, affixes and allomorphs. Finally, it outlines different types
Grammar and Language Analysis.pptx
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Teaching of english as a foreign language
1) The document discusses various aspects of teaching English as a foreign language (TEFL), including definitions of language, the importance of language learning, and theories of learning like behaviorism and mentalism.
2) It then covers different methods of language teaching like the grammar translation method (GTM), direct method, reading approach, and audio-lingual approach. Key differences between GTM and the direct method are described.
3) Finally, the cognitive approach to language teaching is outlined, which emphasizes communication competence and views errors as inevitable in the language learning process. It encourages contextualization and permits use of the learner's native language.
What is Applied Linguistics?
This document provides an overview of applied linguistics and how knowledge of linguistics can help teachers support English learners. It defines applied linguistics as investigating and addressing language-related problems in both first and second language acquisition. The document outlines key aspects of linguistics including phonology, morphology, syntax, semantics, and pragmatics. It explains that while teachers do not need the same depth of knowledge as applied linguistics experts, they should understand language acquisition theories and how knowledge of linguistics can help them teach English, support communication skills, evaluate students appropriately considering their backgrounds, and socialize students into the school culture.
Action Research Project
The teacher taught grammar deductively by explaining rules and then providing examples to clarify and correct mistakes. She believes this direct approach is best for Spanish speakers learning English. The teacher used strategies like relating grammar to learning goals and providing language input. She employed meaningful and communicative drills but not mechanical drills. Overall, the teacher's approach was consistent with theories about presenting grammar deductively and tailoring instruction to students' needs.
The study of language
This document provides an overview of the study of language and linguistics. It discusses what language is, the components of language including phonemes, morphemes, lexemes, syntax and context. It also describes the main branches of linguistics such as phonology, morphology, syntax, semantics, and comparative philology. Traditional grammar and its rules are explained.
Linguistics and the teacher
Linguistics and The Teacher
Yaseen Taha
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u Is linguistics a method of teaching?
u Many language teachers and learners tend to
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?
PDF created with pdfFactory Pro trial version www.pdffactory.com
What is Linguistics?
u What are the main branches of linguistics?
Linguistics is the scientific study of language. There are three
aspects to this study: language form, language meaning, and
language in context
PDF created with pdfFactory Pro trial version www.pdffactory.com
u phonetics (the study of the production, acoustics and
hearing of speech sounds)
u phonology (the patterning of sounds)
u morphology (the structure of words)
u syntax (the structure of sentences)
u semantics (meaning)
u pragmatics (language in context)
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Linguistics?
Phonetics
sounds
Phonology
sounds
Morpholog
y words
Syntax
sentence
Semantics
meaning
Pragmatics
meaning
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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
(phonetics, phonology), words (morphology), sentences
(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);
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u how people use language in context (pragmatics,
discourse analysis); how to model aspects of
language (computational linguistics); how people
acquire or learn language (language acquisition);
how people process language (psycholinguistics,
experimental linguistics); how language relates to
historical, social, and cultural issues
(anthropological linguistics); how language is
taught in a classroom setting, or how students
learn language (applied linguistics).
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One very good reason for studying linguistics is that
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
Aspect Of Speaking Skill.Pdf
1. The document discusses the key aspects of speaking skills, including pronunciation, grammar, vocabulary, fluency, comprehension, interactive communication, appropriateness, and complexity.
2. It explains that speaking requires not just linguistic competence but also sociolinguistic competence - understanding when and how to use language appropriately.
3. The document provides methods for teaching speaking skills in school, such as using interesting communicative activities, speaking English yourself as a model, and not overcorrecting students to maintain fluency.
Learning Words & Grammar (Areej).pptx
This document discusses vocabulary and grammar learning for young English language learners. It addresses types of vocabulary including receptive and expressive vocabulary. Vocabulary size and the importance of repetition for learning are covered. Effective vocabulary learning strategies for young learners include social interaction, stories, engagement with new words, and repeated exposure. Both direct and indirect vocabulary learning are important. The document also discusses types of grammar, principles for teaching grammar to young learners, and techniques to support grammar learning. It notes that vocabulary and grammar are best taught together by considering both meaning and structure.
structural syllabus -- funtional syllabus
The document discusses six types of syllabi used in language teaching: structural, functional/notional, situational, skill-based, task-based, and content-based. It provides details on structural and functional/notional syllabi. A structural syllabus prioritizes grammar and is organized by linguistic structures. A functional/notional syllabus is organized by the functions and notions performed in language use. Both approaches have benefits and limitations for developing students' communicative competence. The document also provides an example of a mini curriculum using a functional approach.
Similar to Unit 1 (20)
A Literature Review On Strategies For Teaching Pronunciation
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Grammar for advanced learners
The document discusses teaching grammar to advanced English language learners. It provides a list of grammar structures and meanings that advanced students should learn, including the present perfect continuous, modals, the third conditional, phrasal verbs, the past perfect continuous, and adverbial clauses. It also discusses principles for teaching grammar to this level, such as identifying relationships between grammar and discourse and exploring differences between spoken and written English.
Grammar for advanced learners
The document discusses teaching grammar to advanced English language learners. It provides a list of grammar structures and meanings that advanced students should learn, including the present perfect continuous, modals, the third conditional, phrasal verbs, the past perfect continuous, and adverbial clauses. It also discusses principles for teaching grammar to this level, such as identifying relationships between grammar and discourse, exploring differences between spoken and written English, and using authentic language data.
Teaching intermediate learners
The document discusses teaching grammar to intermediate English language learners. It provides guidelines from ACTFL on the abilities of intermediate learners in speaking. Some key grammar structures taught at the intermediate level are listed, including the present perfect, relative clauses, conditionals, gerunds/infinitives, and modals. Principles for effective grammar instruction for intermediates emphasize placing structures in real contexts, incorporating humor/motivation, and promoting creative and personalized activities in pairs or groups.
Assessing grammar
Assessment is a fundamental aspect of teaching that can help teachers determine students' language proficiency and identify strengths and weaknesses. Teachers need ongoing assessment to understand how well students are comprehending material. Assessment relates to individual learning while evaluation refers to assessing an entire course or program. Reasons to assess include diagnosing student abilities, informing future lessons, providing feedback, and assigning grades. Formative assessment occurs during teaching to improve outcomes while summative assessment happens at the end to measure achievement. Common forms of assessment include classroom tests, elicitation, observation, journals, portfolios, error analysis, and questionnaires. Grammar tests can be discrete, assessing individual items, or integrative, evaluating a range of skills.
Teaching grammar
The document discusses deductive and inductive approaches to teaching grammar. A deductive approach presents grammar rules first before examples, while an inductive approach presents examples for students to infer rules from. Both approaches have advantages and disadvantages. The document also provides examples of grammar exercises for different grammar points and discusses techniques like repetition and distributed practice to reinforce grammar concepts.
Teaching grammar
The document discusses deductive and inductive approaches to teaching grammar. A deductive approach presents grammar rules first before examples, while an inductive approach presents examples for students to infer rules from. Both approaches have advantages and disadvantages. The document also provides examples of grammar exercises for different grammar points and discusses techniques like repetition and distributed practice to reinforce grammar concepts.
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Unit 1
- 1. Metodología de la Enseñanza de la Gramática Unit 1 What is Grammar? By Julio Vangel Pérez
- 7. Why Grammar? The Case for Grammar The Case against Grammar The sentence-machine argument The knowledge-how argument The fine-tuning argument The communication argument The fossilisation argument The acquisition argument The advance-organiser argument The natural order argument The discrete item argument The lexical chunks argument The rule-of-law argument The learner expectations argument The learner expectations argument