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IN THE NAME OF GOD

IN THE NAME OF GOD. Grammar Chapter 2. S poken & Written Grammar D istinctions between spoken & written grammar Raised questions about descriptions of grammar: Classifications of different types of spoken language

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IN THE NAME OF GOD

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  1. IN THE NAME OF GOD

  2. Grammar Chapter 2

  3. Spoken & Written Grammar • Distinctions between spoken & written grammar • Raised questions about descriptions of grammar: • Classifications of different types of spoken language • Different distributions of features of spoken & written grammar • The status of spoken language when studied within applied linguistics • The importance of differences • The reason of importance

  4. Limitations of Grammatical Descriptions • Issues in describing grammar: 1- What 2- How 3- Different approaches 4- Their implications (theory & pedagogy) • The important limitation of grammatical description

  5. The interdependence of Grammar & Lexis • Making statements about grammar • Interdependency of grammar & lexis (reason of difficulty) e.g. past morpheme -ed - Washed, referred, showed. - Ate, drank, went. • The choice of lexical item & resulted limitation e.g. progressive aspect - Mary is taking a bath. - Mary is taking a class.

  6. Lexicogrammar: The Problem of Defining Boundaries • Prefabricated chunks of language • Multi-word units • Idiomatically determined meaning • Differing from IDIOMS The range of lexical phrases: • Completely fixed ( by the way) • Relatively fixed ( a ... ago) (a weekago)(a long time ago) • More variation (I’m (really) (very) sorry to hear that you flunked the test.)

  7. The problem of lexical units: • No’t being accounted for by models (consisting of abstract rules of sentence syntax, supported by a lexicon of single word items that are inserted into abstract categories such as NP, VP, PP, etc.) • Producing much language in this way • The role of mind • Evidence from FLA studies Interest in investigating: 1- Implications of formulaic L for descriptions of grammar 2- Implications for how we view the components of syntax & lexicon 3- Implications for how the components interact with each other & with pragmatic concerns

  8. Learning Grammar *Structural Approach: • Process of verbal ‘habit formation’ • Stimulus-response conditioning = Overlearning • Different types of pattern practice drills • Little new vocabulary • Controlled language used • Tryingnot to make errors

  9. *Generative Approach: • Language as a system of rules • Process of rule-formation • More active students • Welcoming errors • Formulating, testingand revising their hypothesis • Giving written grammar exercises

  10. *Communicative Approach: • Implicit learning • Subconscious learning • Adequacy of TL input or input with negative evidence (UG) • Explicit teaching • The superiority of fluency over accuracy

  11. *Second Language Acquisition (SLA) Research: • Analysis of ‘interlanguage’ • No learning in a linear fashion • Overgeneralization of TL rules e.g. eated (ate), teached (taught). • Evidence for the rule-formation point of view • Consistently using the same strategy e.g. no want (don’t/doesn’t want)

  12. *Connectionism: • The limitation of rule-formation point of view • Connectionism = simulation of networks functioning • Associative learning • Simulating behavior by models • Direct attention to grammar (SLA research) • No decontextualized drills/isolated grammar exercises • Focused & unfocused attention to grammar • Incorporation of new forms • Accurate production+meaning+proper use • Interconnected dimensions, studied discretely

  13. English subject-verb agreement ‘S’ e.g. She plays tennis. • Form: addition & realization by allomorphs /s/, /z/, or /z/. • Meaning: tense & 3rd person singular s (single entity) & singular s = singular v and pl s = pl v • Showing the independence of meaning distribution from form: e.g. Ten miles makes for a long hike. • Use: when to use it e.g. Good afternoon.

  14. Teaching Grammar • The prevailing view about teaching grammar • Interactive/implicit means of teaching: 1- Input enhancement 2- Modifying the text features (boldfacing) 3- Guided participation (interactive noticing) 4- Peer interaction (consciousness-raising tasks) 5- Input-processing tasks (point to the window) • Language as a skill = overt productive practice (meaningful) • Grammaring (focused tasks, e.g. reading a map)

  15. Different nature of the productive practices: 1- Form: meaningful repetition (3rd person singular verbs) 2- Meaning: joining form & meaning (stand up, sit down, etc.) 3- Use: Making a choice (giving advice) 4- Discourse grammar: choosing active/passive voice • Feedback • Types of feedback: 1- Direct correction 2- Recast • Welcoming errors by Applied Linguists • Giving a rule without it’s exceptions • Noticing & uptake after the feedback

  16. Grammar learning as an organic process • The result of traditional grammatical syllabus • Spiral syllabus • A helpful guideline about spiral syllabus • An alternative • Demerit of the recommended alternative • Using a grammar checklist as the best solution • Supplementary tasks • Merit of a grammar checklist

  17. Thank you

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