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1、Teaching grammar:research,theory and practicePenny UrETAI miniconferenceRehovot,February 20101Some questions:grammar within a communicative methodologynIs learner mastery of correct grammar a major aim in(communicative)language teaching?nIf it is,then how should it be taught?2What do you think?Would
2、 you agree or disagree with the following statement?Its not important for students to use correct grammar when they are talking,as long as they are getting their message across.Its not important for students to use correct grammar when they are writing,as long as they are getting their message acros
3、s.3Accuracy is important becauseFrom the point of view of the hearer/reader,inaccuracy,even if it doesnt affect meaning,isqdistracting,jarring qdiscourteousqmay lower respect for the speaker/writer4And because from the point of view of the speaker/writer,inaccuracy mayqlower self-confidenceqlower se
4、lf-respect as a language user 5And becausefrom the point of view of the teacher,professionalism means teaching the language as best we can.6Research and theorynimplicit and explicit teachingnnoticingnthe teachability hypothesisnexemplar-based learning7Implicit and explicit teachingThe goal is implic
5、it knowledge of correct grammar(i.e.getting it right without thinking about it)BUTDoes this imply implicit teaching(no explanations?(8Implicit teachingnKrashen(1981):input hypothesis qYou learn by getting lots of comprehensible inputqThe Natural ApproachnThe Interaction Hypothesis(Long,1985)qYou lea
6、rn by interactingqTask-based learning9Explicit teachingBUT:Explicit grammar teaching appears to be helpfulSpada(1997)Norris and Ortega(2001)But:only explicit teaching doesnt produce people who can communicate10The relationship between explicit and implicit knowledgeThe non-interface positionThe weak
7、 interface positionThe strong interface position11So where does that leave us?12NoticingSchmidt:There is no such thing as unconscious acquisition of a second languageNoticing is necessary for learningIntake is that part of the input which has been noticed Incidental learning is possible,provided tha
8、t noticing takes place13The teachability hypothesisThere is a natural developmental sequence of acquisition of morpho-syntactical structures,impervious to teaching.Teaching of a grammatical feature will be effective only if the learner is developmentally read to acquire it.Teaching of a feature when
9、 a learner is not ready may have a detrimental effect.(Pienemann,1984)14Exemplar-based learningYou learn grammar by accumulating lots of memorized exemplarsThrough extensive exposure+noticingImportance of learning grammatical chunksqEllis(N.)(2002):frequencyqNattinger and DeCarrico(1992),Wray(2000):
10、formulaic sequences15So the conclusion so far is that16You need:n communication+some explicit teaching of grammarnyou need to noticenyou may not learn new grammar because youre not ready for itnyou need lots of exposure to grammatical chunks(exemplars)17Some practical modelsTask-based+Focus on formT
11、ask-based+Consciousness-raisingPractice-based instruction18Task-based+focus on formA communicative task,with incidental focus on form.focus on form.overtly draws students attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication(Long
12、,1991:45-46)19May be based on:qerror correctionqnoticing of salient forms in textsqteacher-or student-initiated attention to a lanaguage featureOriginally:unplanned,brief(Long,1991)But later:largely planned,extended(Ellis,2001,Shak&Gardner,2008)20Task based+consciousness-raisingnPractice is not help
13、ful(some research,experience,the teachability hypothesis).nBut awareness of grammatical rules,forms and meanings may facilitate later acquisitionSo:Occasional lessons where learners attention is drawn to forms,often in the shape of an explicit ruleDiscussion of examples,and some intellectual effort2
14、1Practice-based teachingThe transformation of declarative into procedural knowledge by a process of automatization through practice(Dekeyser,2007)Underpinning in cognitive psychology:skill theoryResearch evidence that it helps(Van Patten and Cadierno,1993;Muranoi,2007)22PPPSkill-theory,practice-base
15、dThe communicative approachInput-basedTask-basedFocus on formConsciousness-raising23Implications for classroom teachingProblems with implementing research-based theory in practice:1.Varied,sometimes incompatible,conclusions2.Insufficient attention paid to purely pedagogical factors24Ultimately:the t
16、eacher decidesTeaching is informed,but not determined,by research-based theory(Widdowson.(Methodological decisions are taken by the teacher within particular situations,determined by pedagogical constraints+professional judgement.25A suggestion:five basic components of grammar teaching1.Task-based+f
17、ocus on form2.Presentation-and practice-based3.Communication only4.Focus on form only5.Exemplar-based teaching261.Task-based+focus on formThe basis of the lesson is a communicative task.We may teach bits of grammar/vocabulary/spelling before,during or after:but the focus is always on the communicati
18、ve task.Example:an agree/disagree discussion:27A communicative taskDiscuss how far you agree with the following statements1.The teacher should correct me when I make a mistake.Agree.Disagree2.The teacher should ask other students to correct me when I make a mistake.Agree.Disagree3.The teacher should
19、 get me to correct myself.Agree.Disagree4.The teacher should make me rewrite essays after shes corrected them.Agree.Disagree5.The teacher should not only correct me,but also explain why what I said was wrong.Agree.Disagree28Meaning-focused:Pair/group workFull-class summary and discussionForm-focused
20、:modal shouldobject/reflexive pronouns(correct me/myself)29.2Presentation+practice A grammatical rule,presented inductively or deductivelyThen:practice activities,progressing from mainly form to mainly meaning focus.30Example:The Present PerfectConventional form-focusNina is looking everywhere but s
21、he cant find her keys.She (lose them)Peter weighs only 50 kilos.Last month,he weighed 60.He (be on a diet)31Example:The Present Perfect1.Focus on meaning,but controlled formFind someone who.has slept in a cave._ _.has eaten caviar _ _.has visited India _ _.has been in a car accident _ _322.Focus on
22、meaning,semi-controlled form(sentence completion):Since this time last year,I have.3.Focus on meaning,free sentence-makingThink of a situation(using the present perfect)that would produce the reaction1.Oh dear!2.Wonderful!3.What a surprise!4.Congratulations!5.Help!6.What a relief!7.What a pity 8.Tha
23、nk you!9.What a pity!10.Im sorry!11.Oh no!12.(sigh)334.Focus on meaning,full paragraph writing:Today is picture B.What has happened since yesterday(picture A)?345.Focus on communicationGroup discussion:You are a committee of experts who have to interview candidates for a specific course or professio
24、n.Your candidate is requesting:qto become a marriage counsellorqto become a kindergarten teacherqto join the police forceqto work on a summer camp for teenagersqto become an ambulance driver 35.3Communication onlyReceptive:qlistening to recorded or improvised speechqextensive readingqwatching movies
25、,TV Productive:q talking,communication gamesq exchanging information,q creative or transactional writing36.4Form-focus onlyExamples:qTip of the day isolated language pointsqGrammar rule explanationsqAnalysis of formulaic sequencesqComparison with L137.5Exemplar-based Familiarization or learning by h
26、eart of:qChantsqPoemsqProverbs qDialoguesqSongsqPerformances:sketches or plays38Variable selection and emphasis:Two examplesGrammar teaching procedures in the following situations:A.ELF at elementary level in a state schoolB.A university EAP course39A.ELF at elementary level in a state schoolPredomi
27、nantly:qPresentation and practiceqExemplar-based learningqFocus on communicationOccasionally:qForm-focus onlyqTask-based group work40B.Young adults in a university EAP coursePredominantly:qTask-based+reactive form-focusqForm-focus onlyqCommunication onlyOccasionally:qPresentation+practiceVery occasi
28、onally:qExemplar-based41In conclusionResearch and theory have not produced a consensus on the best way to teach grammar.They have produced many interesting and suggestive insights.The practical five-component model proposed here is one possible basis for decisions about the treatment of grammar in materials for specific contexts.42Thanks for listening!43