Professional Documents
Culture Documents
Needs
Kinds
Pedagogy
Grammar
GRAMMAR ARGUMENTS
Sentence Making Machine Fine Tuning Fossilization Discrete Item Rule of Law Communicative Natural Order
KINDS OF GRAMMAR
Reference Theoretical Descriptive Comparative Universal Traditional Theoretical Pedagogical Reference Generative Pedagogical Dr Richard Nordquist Performance Mental Universal
David Crystal
Traditional
Prescriptive
Transformational
First Shift
DEVELOPMENT IN GRAMMARS
From prescription of what was norm or standard to description of what was really said (traditional grammar to structural grammar)
Second Shift
From focus on forms or structures in a sentence to focus on meaning (structural grammar to semantic grammar)
From focus on the code to focus on the learner (emphasis was placed on the learner, teaching of grammar
Pedagogical grammar refers to the grammatical content taught to a student learning a language other than his or her first language or the methods used in teaching that content. The goal of this type of grammar is primarily to increase fluency and accuracy of speech, rather than to impart theoretical knowledge. Someone studying in an applied linguistics field such as Teaching English to Speakers of other Languages (TESOL) is likely to be required to take a course in pedagogical grammar. A pedagogical grammar may also be a grammar textbook designed to assist in learning a language.
Pedagogical Grammar
B. descriptive grammar describes how speakers actually use language without consideration for whether it conforms to "proper" rules.
GOALS
It is to help non-native speakers achieve fluency, and accuracy. Conclusion In order for a language learner to speak well, most of his or her utterances will need to conform to the grammatical rules set forth in prescriptive grammar. On the other hand, it helps to understand the way native speakers actually use language through descriptive grammar. This is necessary for the learner to make sense of slang or other non-standard ways of speaking, such as ending sentences with prepositions.
STEPS
Grading: establish criteria for the sequencing of grammar for example, in materials or syllabus design. Find a theoretical model of learning which will serve as a basis for methodology. Methodology: devise methodology to facilitate learning (presentation forms, exercises, activities, etc.).
ISSUES
Economy (shorter the better) Ease (easier the activity the better it is) Efficacy Attention (how much attention the activity may arouse) Understanding (attention w/o understanding is waste) Memory (understanding w/o memory) Motivation (lack of motivation will ruin all)
ISSUES
The age of the learners Their level Size of the group Monolingual or multilingual Needs (pass an examination or sth else) Learners interests Available resources Cultural factors affecting attitude