Phil Hubbard LinguisticsEnglish for Foreign Students Linguistics 1 November 30 2011 2 Who am I 3 Outline Overview of linguistics in language t eaching Key points from Rothman 2010 ID: 780671
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Slide1
Linguistics and Second Language Teaching
Phil HubbardLinguistics/English for Foreign StudentsLinguistics 1November 30, 2011
Slide22
Who am I?
Slide33
Outline
Overview of
linguistics
in
language
t
eachingKey points from Rothman (2010)
Communicative language teaching modelSome examples of linguistics in action
Slide44
Linguistics in Language Teaching
Structuralist influence (1950s-60s)
Audio lingual method
Contrastive analysis
Transformational grammar I (1970s)
Innatism; Critical Period
Hypothesis
Interlanguage – learner’s language as a systemCognitive code approach
Slide55
Linguistics in Language Teaching
Communicative approaches (
1970s-80s+)
Influence of sociolinguists (
Hymes
)
Focus on communicative competence
Transformational grammar II (1980s)Innatism; Krashen’s Input Hypothesis; Natural OrderCritical period replaced by affective filterUG approaches (e.g., parameter setting)
Slide66
Linguistics in Language Teaching
Interactionist approaches (1990s
)
Both input and
o
utput necessary
Noticing hypothesisProcessability theorySociocultural approaches (1990s)Collaboration & scaffoldingCloser links to sociolinguistics
Slide77
Rothman (2010)
Relation of linguistics and teaching
Types of grammars
Prescriptive – tells NS’s what is “right”
Pedagogical – tells NNS’s what is “right” and how to learn it (often by contrast with L1)
Descriptive – systematizes NS intuitions and data from language use
Slide88
Rothman (2010)
Example: pronominal subjects in Spanish
Grammatical
distinctions
John believes that we/*Ø are good people
Juan
cree
que nosotros/Ø are good peoplePragmatics in “optional” useWho spoke to Roberto yesterday? I/*Ø spoke to him
¿Quien habló con Roberto ayer? Yo/*Ø le hablé
Slide99
Linguistics in perspective: a “standard” communicative model
L
earning
goal: develop “communicative competence”:
(
Savignon
, 2001)
http://en.wikipedia.org/wiki/Communicative_competence Grammatical competenceSociocultural competenceDiscourse competenceStrategic competence
Slide1010
Linguistics in perspective: a “standard” communicative model
See
also
the
SIL classification
11
Useful
knowledge for teachers
Phonetics and phonology
Teaching lexical items: challenges
Idioms
Synonyms, antonyms, and items in the same semantic fields
Speech
acts (English is more indirect than students believe)Verb subcategorization
Slide1212
Verb subcategorization
The woman
boiled the water/*cried the baby
.
I am
studying/*knowing
French.
Fred called his friend up/*ran his friend into.She told/*explained me the schedule.They didn’t allow/*let him to come
Slide1313
Examples
For each set of sentences in the handout, try to determine the nature of the problem (if any) and what you might do to help ESL learners understand it.
Work in groups of 2-3—feel free to link to outside sources if you have the means
.
Slide1414
Group 1 Examples
Infinitive vs. gerund
Gerund after a preposition
Test for preposition: can you replace the verb form with a noun phrase while maintaining the basic
meaning?
I
look forward to the party.
I’m not accustomed to such treatment. We were used to his complaints.
Slide1515
Group 2 Examples
Bolinger Principle (
from
The Grammar Book
):
To-infinitive = hypothetical, future, unfulfilled relative to the main verb time
Gerund = real, vivid, fulfilled
relative to the main verb time
Slide1616
Group 3 Examples
All the verbs are
unaccusative
. That is, they have a single argument that is semantically more like what we expect to see as a direct object in a transitive verb (e.g., a patient). Such verbs behave differently in many languages, and thus language learners often produce passive-like structures with these verbs, but not with agentive intransitives: “John was spoke first.”
Slide1717
Conclusion
Knowledge of linguistics is quite helpful for language teaching
However, being a linguist doesn’t automatically make you a better language teacher
If interested, consider Linguistics 191/291 next quarter (shameless plug):
www.stanford.edu/~efs/ling291