Lecture 2 Grammar and Grammar Instruction Luo Ling

Lecture 2 Grammar and Grammar Instruction Luo Ling 109883613@qq. com 1376774196

Outline What is grammar Whether to learn grammar Arguments about grammar teaching What should be taught How to teach grammar Conclusion

What is grammar In linguistics, grammar is a set of structural rules that governs the composition of clauses, phrases, and words in any given natural language. Grammar is the rules in a language for changing the form of words and joining them into sentences. (Oxford advanced learner’s English-Chinese Dictionary) Grammar is generally thought to be a set of rules for choosing words and putting words together to make sense.

Descriptive grammar VS Prescriptive grammar Descriptive grammar Prescriptive grammar Spoken language Written language or dialect Tell what is in the Tell what should language be in the language

Whether it’s necessary to learn grammar Q 1: Can we learn English without learning its grammar, as we do with our mother tongue?

The misunderstanding for grammar learning (1) The publishing of New Curriculum--changing the tendency of overemphasizing on the explanation of grammar and vocabulary and the neglect of the ability of language use (2) The rise of communicative approach in the late 1970 s Ts pay more attention to communicative competence of language and neglect the accuracy of linguistic forms

The roles of grammar in English learning Grammar is one of 3 key elements of English language (pronunciation, words, grammar) English grammar can’t be acquired naturally from meaning input for Chinese learners. It can help us to express ourselves clearly and correctly. Without learning grammar, we can’t understand a passage just by knowing the meaning of the words.

Arguments About Grammar Teaching Arguments against Grammar Teaching Arguments for Grammar Teaching

Arguments against Grammar Teaching 1 Krashen------language should be acquired through natural exposure, not learned through formal instruction. Teaching grammar was not only unhelpful, but might actually be detrimental. 2 Chomsky’s UG------there are certain basic structural rules that govern language that all humans know without having to learn them. Humans can acquire language, and grammar teaching is unnecessary.

Arguments for Grammar Teaching A large number of research pointing to the inadequacies of teaching approaches where the focus is primarily on meaning-focused communication, and grammar is not addressed. e. g. French Immersion Project (Swain)

A statistic from a survey by the Education Administration in the US showed that Ss who were poor in grammar but good at speaking did worse than those who were good at grammar but poor in speaking.

Studies of the effects of instruction on the development of specific target language forms indicate that grammatical instruction has a significant effect on the attainment of accuracy.

What should be taught about grammar form: how is it formed? meaning: what does it mean? three dimensions use: when/why is it used?

How to teach grammar Three processes of grammar teaching Current approaches to teaching grammar Suggestions on grammar instruction

Three processes (1) Presentation creating situation by conversation to present the grammar we’re going to learn. e. g. subjunctive mood

(2) Explanation inductive method & deductive method Learners are encouraged to look for regularities and formulate rules for themselves Learners are explicitly taught the rules of particular features of the target language

Q 2: According the two approaches disscussed above, which one do you prefer and why?

The advantages and disadvantages of the two methods Deductive method advantages disadvantages Grasp grammar knowledge Emphasize form over meaning systematically Suitable for learners of high Passive learning motivation learners Save a lot of time participation May intimidate learner of

Inductive method advantages disadvantages Develop their own understanding of language High requirements of Ts Active participation of learners Cost a lot of time Build confidence in learners Strengthen retention

Focus-on-Form Instruction Paying attention to the forms and structures of the language within the context of communicative interaction. Incidental discussion of grammar arising from meaningful language in the classroom.

(3) Practice mechanical drills (imitation, substitution, repetition)----learn the structure by heart meaningful drills (make sentences, rewrite and translate sentences)----understand the structure communicative drills----use the structure flexibly

Current approaches to teaching grammar ① Grammar-Translation Method To some degree, G-T method reflects the essence of foreign language learning---to achieve the goal of informational exchange between the target language and mother tongue by transformation of linguistic forms between L 1 and L 2. e. g. “tense” of verb dialogue: A: I’ve seen Gangs of New York twice. B: Me too. I saw it last week and again on the weekend.

�Diagram Method e. g. While, When, As He came I was reading He was writing While I was reading, he came. When his mother came back, he was writing. His mother came back They sing songs They work They sing songs as they work.

Total Physical Responce Method e. g. the use of “prep” Ss finish the action according to Ts’ command they can understand the use of “prep”. Sit down, please. Go back to your seat, everybody. Draw a small square. Next to it, draw a circle. Inside the circle, at the bottom, draw an “X”.

Suggestions on grammar instruction （1）Grammar should be taught by using Without context, language can't be meaningful. e. g. the teaching of "past tense"

(2) Trying to arouse students' interests Ts should make full use of efficient teaching methods to advance Ss' grammar studying in and outside of class.

(3) Linking grammar teaching with the communicative teaching Ts should give Ss more changes to put into practice what they have learned in class. to cultivate grammatical competence is served promoting communicative competence

Conclusion We have discussed what is grammar, whether to learn and teach grammar. However, how to teach grammar is still a question open to discuss. Every coin has two sides, so we can't say which one is bad or good. We should make full use of all the teaching methods integrally to make our English teaching more successfully.

References • [1] Dong Chuangbiao. Some Suggestions on Teaching Grammar in Junior Middle School. Overseas English. • [2] Harmer. The Practice of Language. Shanghai: Shanghai Foreign Langauge Teaching Press, 2004. • [3] Hu Zhuanglin. Linguistics: A Course Book. Beijing: Peking University Press, 2006. • [4] Liu Runqing. Linguistics: A New Coursebook. Beijing: Foreign Language Teaching and Research Press, 2007. • [5] Norbert Schmitt. An Introduction to Applied Linguistics. World Publishing Cooperation, 2008. • [6] Pu Haihui. When and How to Teach Grammar. Overseas English.

• [7] Xi Yuhu and Shi chuangbao. Modern English Teaching Modes and Skill. Beijing: Tsinghua University Press, 2002. • [8] Xu Jinfen. Theory and Practice of Modern Foreign Language Teaching. Wuhan: Huazhong University of Science and Technology Press, 2003. • [9] Vivian Cook. Second Language Learning and Langauge Teaching. Oxford: Oxford University Press Inc. , 2001. • [10] 罗宾斯，申小龙. 普通语言学导论. 上海：复旦大学出 版社，1996. • [11] 厄尔. 如何通过课堂活动教语法. 上海：外语教学与研 究出版社，2009. • [12] 赛尔斯. 英语教学语法. 北京：北京大学出版社，2002. • [13] 吴中伟. 怎样教语法--语法教学理论与实践. 上海：华 东师范大学出版社，2007 • [14] 罗毅. 英语课堂教学策略与研究方法. 武汉：华中科技 大学出版社，2011.

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