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Teaching Grammar ggafgayhgfgabja jjbjugjnkji
- 2. TEACHING AND ASSESSMENT OF GRAMMAR Rosabelle C. Manalastas Discussant Jacqueline Lopez College Instructress
- 3. ISSUES OF GRAMMAR TEACHING AND ASSESSMENT Patterns and Reasons, Not Rules From Structuralism to Transformational Generative Grammar Fossilization
- 5. Introduction: Grammar has traditionally been taught as a set of rules that must be strictly followed. This approach, however, has several limitations and may hinder students' ability to effectively develop their writing skills. Teaching grammar through patterns and reasons, on the other hand, allows students to understand the underlying principles and apply them flexibly in their writing.
- 6. PATTERNS AND REASONS, NOT RULES
- 7. Issues in Patterns and Reasons, Not Rules 1. Over emphasis on memorization: Traditional grammar teaching often relies on rote memorization of rules, which can lead to superficial understanding and difficulty in applying grammar in real-life situations. Ex. The disease only affects dogs. The disease had the effect of making the dog sleepy. 2. Overemphasis on Accuracy: Grammar instruction often prioritizes accuracy over fluency, leading to students being hesitant to use grammar structures in real-life situations.
- 8. 3. Inconsistency in language use: English grammar is full of exceptions and irregularities, which can be confusing for learners. Ex. I go to school He went to park She has gone to the cinema. 4. Lack of explicit instruction on grammar patterns: Students may struggle to identify and apply grammar patterns if they have not been explicitly taught.
- 9. 5. Lack of Contextual Understanding: Grammar rules are often taught in isolation, without considering the context in which they are used. This can make it challenging for students to apply grammar correctly in their writing. Ex. there ,here Rule: The word 'there' can be used as a noun, adverb, an adjective, or a pronoun.
- 10. FROM STRUCTURALISM TO TRANSFORMATIONAL GENERATIVE GRAMMAR
- 11. Traditional Grammar >Refers to the collection of prescriptive rules Limitations >Traditional grammar prescribe rules. >Traditional grammar could separate good and bad sentence. >Traditional grammar does not take into account that languages undergo changes. >Traditional grammar is based on eight parts of speech.
- 12. Structural Grammar >Known as descriptive grammar >Introduced by Ferdinand de Saussure >Introduced by Leonard Bloomfield, Edward Sapir, and Franz Boaz in America. >Defined as scientific study of language and its structure
- 13. IC (Immediate Constituent) Analysis >Introduced by Leonard Bloomfield Principle >Binary Segmentation Sample
- 15. IC Analysis >Labelling method by M.A.K. Halliday Two Types of Labels >Class Labels: NP, VP, Adj.P, Adv.P, A, Adj, etc. >Function Labels: S, V, O, etc.
- 16. >Function Labels: S, V, O, Ex. The Professor threw an orange. s v o The children eat buns , cakes and biscuits. s v o
- 17. Limitations of IC Analysis It cannot analyze structure which do not form proper grammatical groups Ambiguous sentences cannot be analyzed adequately Some element remains unstated Problem of discontinuity, embedding, conjoining.
- 18. Limitations of Structuralist Grammar Failed to capture all ambiguities and relations. Tends to emphasize syntactic over semantic meaning. Does not provide sufficient explanation on correct usage
- 19. Transformational Generative Grammar Introduced by Noam Chomsky A generative grammar that involves the use of defined operations to produce new sentences from existing ones. Generative grammar refers to the rules that structure a language.
- 21. Mechanisms of Transformational Generative Grammar Deep Structure Surface Structure Transformations Transformations John bought a flower. to A flower was bought by John. George saw Mary. to Who did George see? Or Who saw Mary? This is a black cow. can be interpreted as This is a cow. and The cow is black. Your sister is there. to There is your sister.
- 22. Weaknesses of Transformational Generative Grammar It is far from clear what contribution TGG is likely to make in language teaching methodology. The explication of the theory is directed more towards, linguists, psychologists, and mathematicians than towards teachers of English.
- 23. FOSSILIZATION
- 24. What Is Fossilization? Language fossilization refers to the process in the learning of a secondary language in which the student has more and more difficulty furthering his fluency in the language, until eventually, the student can learn no more.
- 25. Mistakes that students know is wrong but keep making. Errors from force of habit which students no longer notice they are making. Something that students learn wrong and now need to change. Errors that students may correct when focused but still make on their own. Mistakes that recur despite constant correction. Errors based in Native Language interference or Target language overgeneralization that is made by many speakers. Mistakes that teachers may not any longer hear after a number of years teaching in a particular context (and therefore do not any longer correct). Mistakes that has been repeated so that it sounds right to the learner. What are fossilizations errors?
- 26. Causes: L1 interference Lack of correction The connection between interlanguage and errors Method of instruction (too much based on the native language) Errors that come from previous stages of learning (especially with older students) Affective, cultural, cognitive and environmental perspectives of a language Lack of motivation to correct oneself Lack of strategies Lack of learner autonomy reliance on correction by teacher.
- 27. Fossilization Reduction 1. Adoption of proper learning strategies. 2.Reduction of negative transfer of L1. 3.Exposure to TL (target language) and TL culture. Adoption of proper learning strategies good learning strategies Appear use strategies more frequently and in qualitatively different ways. Involve attention to both form and meaning. . Different kinds of learning strategies may contribute to different aspects of L2 proficiency.
- 28. Reduction of negative transfer of L1 Not to use TL too early until the learners oral competence is facilitated with sufficient input and without relying on their native language (Krashen,1983)) Abundant input of TL can lessen the negative transfer of the native language. Exposure to TL and TL culture Allow them to stay for some time in the native environment abroad Multimedia instruments Textbooks with original passages by foreign authors.
- 29. References: