Grammar Pedagogy

19
GRAMMAR PEDAGOGY Presenter : Azhar Munir Bhatti Teacher : Prof Ahmad Naveed

Transcript of Grammar Pedagogy

Page 1: Grammar Pedagogy

GRAMMAR PEDAGOGY

Presenter : Azhar Munir BhattiTeacher : Prof Ahmad Naveed

Page 2: Grammar Pedagogy
Page 3: Grammar Pedagogy

Needs

Kinds

Pedagogy

Grammar

Page 4: Grammar Pedagogy

Sentence Making Machine Fine Tuning Fossilization Discrete Item Rule of Law Communicative Natural Order

GRAMMAR ARGUMENTS

Page 5: Grammar Pedagogy
Page 6: Grammar Pedagogy

KINDS OF GRAMMAR

Dr Richard Nordquist

ComparativeGenerative

Pedagogical

Performance

Mental

Universal

Transformational

Reference

Theoretical

Traditional

Universal

David Crystal

Reference

Descriptive

Pedagogical

Prescriptive

Traditional

Theoretical

Page 7: Grammar Pedagogy

DEVELOPMENT IN GRAMMARS

First Shift

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)

Page 8: Grammar Pedagogy

Third Shift (Leech & Quirks Communicative Grammar)

From language viewed merely as a system to language viewed as communication (emphasis and meaning depending on context)

Fourth Shift

From focus on the code to focus on the learner (emphasis was placed on the learner, teaching of grammar

Page 9: Grammar Pedagogy

Pedagogical Grammar

• Is a description of how to use grammar of a language to communicate, for people wanting to learn the target language. It can be compared with a reference grammar, which just describes the grammar of the language.

• the focus is on how grammatical items may be made more learnable or teachable

Page 10: Grammar Pedagogy

Pedagogical grammars contain assumptions about how

learners learn, follow certain linguistics theories in their descriptions, and are written for a specific target audience.

The pedagogical Grammar is designed to the needs of speakers learning English; the focus is on helping students improve accuracy in academic writing. There is a strong contrastive nature to the analysis as some (but not all) errors result from transfer from the mother –tongue. The content is based on analysis of students writing.

Pedagogical Grammar

Page 11: Grammar Pedagogy

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

Page 12: Grammar Pedagogy

Pedagogical grammar occupies a middle ground between the

areas of

A. prescriptive grammar

  Sets forth rules about how language should be used correctly. It prescribes language the way a doctor prescribes medicine by saying what ought to be done.

Focuses on the sequence or word order to become clearer

B. descriptive grammar

describes how speakers actually use language without consideration for whether it conforms to "proper" rules.

Pedagogical Grammar

Page 13: Grammar Pedagogy

  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.

GOALS

Page 14: Grammar Pedagogy

Find a theoretical model of language which

will serve as a basis for a description of grammar. This may be an existing linguistic model or one developed or adapted by (applied) linguists.

Description: describe grammar based on this model ( grammar rules).

Selection: delimit those areas of grammar to be presented to the learner.

Packaging: decide how to present and structure the description; how to specify grammatical objectives; how to formulate rules and exemplify grammar; use of terminology etc.

STEPS

Page 15: Grammar Pedagogy

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.).

STEPS

Page 16: Grammar Pedagogy

The E factor : Efficiency

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

Page 17: Grammar Pedagogy

The A factor : Appropriacy

The age of the learners Their level Size of the group Monolingual or multilingual Needs (pass an examination or sth else) Learner’s interests Available resources Cultural factors affecting attitude

ISSUES

Page 18: Grammar Pedagogy
Page 19: Grammar Pedagogy