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Linguistics and Second Language Teaching Linguistics and Second Language Teaching

Linguistics and Second Language Teaching - PowerPoint Presentation

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Linguistics and Second Language Teaching - PPT Presentation

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

linguistics language communicative teaching language linguistics teaching communicative verb examples approaches competence 2010 grammar verbs spoke rothman group gerund

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Slide1

Linguistics and Second Language Teaching

Phil HubbardLinguistics/English for Foreign StudentsLinguistics 1November 30, 2011

Slide2

2

Who am I?

Slide3

3

Outline

Overview of

linguistics

in

language

t

eachingKey points from Rothman (2010)

Communicative language teaching modelSome examples of linguistics in action

Slide4

4

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

Slide5

5

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)

Slide6

6

Linguistics in Language Teaching

Interactionist approaches (1990s

)

Both input and

o

utput necessary

Noticing hypothesisProcessability theorySociocultural approaches (1990s)Collaboration & scaffoldingCloser links to sociolinguistics

Slide7

7

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

Slide8

8

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

Slide9

9

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

Slide10

10

Linguistics in perspective: a “standard” communicative model

See

also

the

SIL classification

 

Slide11

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

Slide12

12

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

Slide13

13

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

.

Slide14

14

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.

Slide15

15

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

Slide16

16

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.”

Slide17

17

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