What is Pedagogical

Grammar?

Rene Driven refers to pedagogical grammar

as a cover form for any learner or teacher-oriented description or presentation of foreign language rule complexes with the aim of promoting and guiding learning in the acquisition of that language.

Corder refers to replace the term

pedagogical grammar with the pedagogy of grammar, points out that the term does not just imply to the implicit treatment of grammar.

Bausch pedagogical grammar

results from the consolidation and integration of the findings and insights of these areas: LINGUISTICS, LANGUAGE PEDAGOGY and the FIELD OF APPLICATION (foreign language teaching)

Grammar

Pedagogical Grammar

Learning Grammar

Integrated in textbooks

independent

Teaching Grammar

Descriptive Grammar

Reference Grammar

School gramma

rUniversit

y grammar

User’s gramma

r

Linguistic Grammar

Immediate constituent

Transformational generative

Case grammar

Communicative grammar

Driven’s Diagram

Fig.1 Types of Grammar

On Descriptive Grammar the focus is on the code,

linguistic data is described to reveal patterns of arrangement of the different grammatical categories

On Pedagogical Grammar the focus is on how grammatical

items may be made more learnable or teachable

What Principles underlie Pedagogical Grammar?

Pedagogical Grammar is considered a hybrid grammar because it draws from and synthesizes the other conceptions of grammar choosing that which would best suit the grammatical item being taught.

Fig. 2 shows the four conception of Grammar which pedagogical grammar draws from

1. Grammar as prescription-> focuses on rules, that is, the do’s

and don’t of grammatical construction

Ex.

Pedagogical grammar

Grammar as an

internalized system

Grammar as

prescription

Grammar as

description

Grammar as a set of

axioms

Fig. 2 Pedagogical Grammar: A hybrid grammar

2. Grammar as description-> focuses on the sequence or

word order to become clearerEx. teaching of structure of modification

A. Adverbs of place, manner and time

[Adverb of time + sentence + adverb of place, manner]

Or

[Sentence + adverb of manner, place, time]

B. Mid-position or frequency adverbs

1. Subject } + verb to be} + mid-position adverb} + rest of the sentence

Ex. He is often late. 

2. Subject} + mid-position adverb} + action verb} + rest of the sentence.

Ex. He often comes late. 

3. Subject} + helping verb} + mid-position adverb} + main verb} + rest of the sentence

Ex. He has often arrived late.

3. Grammar as an internalized system

-> The innate mental structures which a native speaker has of his language which guides his actual use of the language and enables him to sense “what sounds correct” and “what seems wrong” even if he cannot explain why.

Examples: “if-real” conditional clause

 

Native speaker: If he comes early, we will join you.

Filipino learner: If he will come early, we will join you.

The approach used is consciousness raising to make the second language learner realize what the native speaker knows instinctively.

4. Grammar as a set of axioms.-> One such rule is that which

pertains to the prepositional phrase.[PP-> P NP (PP)

-> The rule stipulates that “a prepositional phrase may be re-written as a preposition followed by a noun phrase which may in turn be followed by any number of other prepositional phrases.

EXPANSIONS PP-> P NP (PP)

1. There’s a tree in my garden.

2. There’s a nest in a tree in my garden.

3. There’s an egg in a nest in a tree in my

garden.

4. There’s an embryo in an egg in a nest in

a tree in my garden

P NP

P NP P NP P NP

P NP P NP

P NP P NP P

NP P NP

ACTIVITYGiven these grammatical items, which approach to grammar (prescription, description, innate system or axiomatic system), would each item land itself to render it more learnable and teachable?

1. Structure of Complementation[S- TV- DO] I called my friend.[S- TV- DO- OC] I called my friend a real gem.

2. Structure of Modification (placement of single-word adjectival modifier)

I bought three round brown leather keychains.

3. Parallel constructionsEvery living creature: the birds of the

air, the animals on the land and the fish in the deep, deserves its place in the sun.

4. Agreement in numberNeither the teacher nor the students

were hurt. Neither the students nor the teacher was

hurt.Rice and fish is all I had for lunch.Rice and fish are expensive.5. Response to negative questionQ: You’re not coming around tomorrow,

are you?A: No, I’m not. (Some Filipino learners

would say “Yes, I’m not coming.)

6. Response to the question, “Do you mind…?”Some Filipino learners say “Sure, go ahead,” even when they mean “Of course not. Go right ahead.”

7. Definitiona. Full form

[Term to be defined + verb to be + General Class + relative pronoun + specific characteristics]

Ex. Zoology is the study which is concerned with animal life. b. Reduced form

[Term to be defined + verb to be + Gen. Class + specific characteristic]

Ex. Zoology is the study concerned with animal life.

8. * Shall we go to the living room? (to signal an invitation)

* Shall I go to the living room? (To ask information as to what one is to do)

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