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In CI/TPRS structures are all those things that when acquired provide the
student with the feeling for the language so he knows what sounds right and
what kinds of words appear in conjunction with what others and in what
order. Even if then the student does not recognize some of the words in a
sentence, he already knows something about it.
Some structures are complete in themselves, e.g. common recurring phrases
and fixed expressions. The various pronouns provide much information about
what is being said, e.g. personal, demonstrative, possessive, reflexive,
indefinite. Other structures are indicators of what is to come, e. g.
conjunctions, introductory phrases, and prepositions. The question words are
important structures to be acquired early, e.g. who, what, when, where, how,
why. Distinguishing marks are also key structures that are often quite
different in different languages, e.g. inflections showing gender, case,
subject and tense of verbs. Word order is also a structure that is key to
meaning and varies from on language to another.
Many of these structures have their counterparts in a traditional grammar
instruction but in TPRS they are acquired by repeated use in varied and often
unexpected or compelling ways. If one looks at normal informal conversation
and simple texts one sees examples of all of the above, so that simply using
such material provides repetition of the basic structures. However it is more
efficien and effective to introduce new structures only a few at a time. These
2-4 per session are often called the target structures for the lesson and are
used repeatedly inn different contexts often 50 times in a class period.
Many users consider each structure alone and in itself, but I suggest that
closely related structures be introduced in close proximity to one another.
This chunking assists the student in internalize many of the more complex
structures. E. g. in a beginning lesson the basic word order and structure of
statements, vs questions vs. commands would be acquired as chunk or after
a beginning level of German has been acquired, one might introduce the
preposition mit using the definite and indefinite articles of nouns of the
three genders. Thus the student acquires the inflection changes for subject
and object of that preposition in a chunk.
Larry Selinker developed the concept of interlanguage. He explains that
someone developing an ability in L2 develops his own interlanguage as he
proceeds. This is the mental grammar that provides the feeling of what is
right, as opposed to any grammar that is consciously learned. He suggests
that only 5% of those acquiring an L2 proceed on to a mental grammar
equivalent to that of a native. In most individuals fossilization occurs often
with backsliding but that does not occur with L1. Interesting questions are
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In TPRS vocabulary is not explicitly taught, but since structures are wrapped
in words much vocabulary is acquired along with the structures. The words
appearing explicitly in many structures are among the most frequently used
words and so the student acquires automatically the vocabulary that appears
in normal conversation. It varies a bit with language but in general the 50
most frequently used words provides over 50% coverage of conversation.
Peter Wood studied this problem for reading German and reported in his
doctoral thesis that the 100 most frequently used words provided 52%
coverage; the most 500 63% 1000 68%; 5000 82% 10000 87%.
(http://uwspace.uwaterloo.ca/bitstream/10012/5680/1/Wood_Peter.pdf)
In normal conversation the effective actual coverage would be much, much
higher than Wood quoted because he considered the reading of academic
text rather than transcribed conversation and his sample included many
names and other proper nouns.
Grammatical Structures:
Word Order
Very early: statement, question and
Soon later: inverted if subject is not first
Soon: separable verbs
Later: dependent clause order
Verb Forms
Early: Present tense, person and number
Early: imperative
Soon: Common irregular verbs
Soon: Regular form forms
Soon: Conversational past
Later: Narrative past
Later: Future
Much, much later: subjunctive
Perhaps never: Future Perfect
Definite and Indefinite Article Inflections
After Students begin to notice the inflections and need to know
Adjectival and Noun Inflections
Soon: normal, comparative, superlative and common irregular;
Late: noun endings and irregular weak nouns
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Very, very late: Endings: only after students a very aware and are
concerned
Common Words (rank order of frequency def article =1; und =2 ; in =4)
Prepositions: to appear as they appear, in nor predetermined order;
number only indicates that most prepositions appear very often.
in (4)
an, am (19)
vor (55)
zu (6)
bei (29)
durch (56)
von (11)
nach (38)
bis (73)
mit (13)
aus (41)
unter (85)
auf (17)
um (47)
fr (18)
ber (48)
Conjunctions: to appear as they appear in conversation/story
und (2)
aber (32)
weil (84)
oder (30)
wenn (43)
denn (86)
Other common words
Pronouns: as they occur normally, usually nominative form firsts
Question Words: very early
Common Phrases: as they occur
Examples of structures and how they might be circled or otherwise
covered in a repetitive way.
Verb word order
Ich kaufe/kaufte heute ein Buch Today I buy a book Normal SOV
Kaufe ich heute ein Buch? Inverted SO for question
Heute kaufe/kaufte ich ein Buch Today I buy a book Inverted SO after
initial non-S
da ich heute ein Buch kaufe V final in dependent clause
da ich ein Buch heute kaufe
Ich will/werde ein Buch kaufen.
Ein Buch will ich heute kaufen Today I will buy a book
Ich habe ein Buch gekauft
da ich heute ein Buch kaufen will/werde
da ich ein Buch heute kaufen will/werde
da ich ein Buch habe kaufen wollen
ich habe heute ein Buch gekauft
ich habe ein Buch heute gekauft
finite verb conjugation
kaufen
er/sie/es kauft
du kaufst
ich kaufe
wir kaufen
ihr kauft
German Structure Sequence_JFW.docx
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sie/Sie kaufen
irregular verbs, sein, haben
weak verbs
strong verbs
Articles and Pronouns
Der Hund, die Hunde
Der Hund ist braun
Er ist braun
Ein Hund ist braun
Ich habe einen Hund gekauft
Er/sie/es hat ihn gekauft
Ich habe den Hund gekauft
Ich werfe dem Hund einen Ball
Wir werfen ihm den Ball
Wir werfen es ihm/
Ich werfe einem Hund einen Ball
Die Hunde sind braun
Ich habe die Hunde gekauft
Ich werfe den Hunden die Blle
Das Mdchen, die Mdchen
Das Mdchen ist schn
Ein Mdchen ist schn
Es ist schn
Ich liebe das Mdchen
Du liebst es.
Ich liebe ein Mdchen
Ich gebe dem Mdchen ein Geschenk
Ich gebe ihm das Geschenk
Ich geben einem Mdchen ein Geschenk
Die Mdchen sind schn
Ich liebe die Mdchen
Ich gebe den Mdchen die Geschenke
Die Frau, die Frauen
Die Frau ist schn
Eine Frau ist schn
Sie ist schn
Ich liebe die Frau
Er liebt sie
Ich liebe eine Frau
Ich gebe der Frau ein Geschenk
Wir geben ihr das Geschenk
Wir geben es ihr
Ich gebe der Frauen die Geschenke
Die Frauen sind schn
Ich gebe den Frauen die Geschenke
German Structure Sequence_JFW.docx
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verbal complex (VC) appears first, and finally the nominal complex (NC) is
supplied.
As Table 1 shows, in the natural order of acquisition propositions appear first
without a subject (nominal complex) and without a verb or copula (verbal
complex) The verbal complex (VC) appears first, and finally the nominal
complex (NC) is supplied.
Although the term copula can include all verbs which link a subject with its
predicate (e.g., be, become, feel, and seem) it will be used here only for the
German verb "sein" (to be). Clarifications for grammatical terms which were
unclear in HPD usage (i.e., copula, modifier, and determiner) were taken
from William F. Irmscher, The Holt Guide to English, 3rd ed. (New York:Holt,
Rine- hart and Winston, 1981).
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ATV |
ATN |
The stages for the various structures do not appear at the same time, i.e.,
Stage 2 of NC is not concurrent with Stage 2 of ATV or Stage 2 of ATN.
Adjectives are defined as declined adjectives rather than predicate
adjectives.
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ATV=determiners ATN=modifiers
Pro=pronoun N=noun S=sentence
Num=numeral
Quan=quantifier Adj=adjectivePrep=prepositon
In the category of determiners (ATV) the first to appear are numerals and
quantifiers.
Articles appear quite late. The first adjectivals or modifiers (ATN) are
adjectives. These are followed by prepositional phrases functioning
adjectivally, and, much later, by sentences (S) in the form of relative clauses.
In "natural" acquisition, articles occur mainly in the later stages, with
numerals and quantifiers predominating earlier
The Adverbial Complex
The first adverbials in the "natural" order of acquisition are noun phrases
without prepositions. As Table 7 shows, these are supplanted by simple
adverbs and in the later stages by prepositional phrases and sentences (S)
functioning as adverbs. Prepositional phrases first have nouns, then
pronouns, and finally numerals as objects.
Table 7. Natural Order of Acquisition of Adverbial Complex
Structur Stage Number Example
e
and
Description
AC |
1. -Prep +NP
Der Mann
geht__das Haus
2. +Adv
Der Mann geht
schnell
3. +Prep +NP Der Mann geht in
das Haus
4. +Prep +Pro Der Mann geht* in
es
5. +Prep
Der Mann geht in
+Num
zwei
6. + S
Die Frau wartet,
whrend der Mann
in das Haus geht.
*not used by native speakers
The numerals are the last structures to be acquired as the objects of
prepositions in the "natural" order of acquisition (Stage 5).
Subordinate Clauses
The natural order of acquisition of subordinate clauses seems to stress
function and complexity. The clause types are acquired as they are needed
German Structure Sequence_JFW.docx
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terworfen sei, doch lassen sie sich nicht als ber individuelle Sequenzen
beschreiben. Beispielsweise zeigt sich in den Texten eine deutliche Tendenz,
auf -e endende Substantive als Feminina zu behandeln (vgl. etwa die
Wortkreation die Schneide fr das Messer), eine Tendenz, die ja durchaus der
sprachlichen Realitt entspricht. Ebenso scheinen die Lernenden intuitive zu
erfassen, dass die hufigste Pluralendung im Deutschen -(e)n ist;
entsprechend zahlreich sind die Substantive mit dieser Endung (wobei
wiederum die abweichenden Formen wirklich aufschlussreich sind, z.B.
Fischen, Fruchten "Frchte", Kilogrammen, Freunden, Vgeln; alle im selben
Text). Was den Erwerb der Kasus in Prpositionalphrasen anbelangt, so
erweist es sich, dass dieser nur teilweise parallel zum Kasuserwerb in
Nominalphrasen verlauft und dass im brigen der Kasus im Vergleich zu den
zahlreichen andern Schwierigkeiten, mit denen sich die Lernenden im
Zusammenhang mit den Prpositionen auseinanderzusetzen haben, ein
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