Presented by Amy Dave Rafi Tyler September 22 2014 SLA Section 1 class activity definitions Some problems with definitions prescriptive descriptive link with lexicon link with pragmatics ID: 637506
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Slide1
GRAMMAR
What is grammar?
Presented by Amy, Dave
,
Rafi
, Tyler
September
22, 2014
SLA Section 1Slide2
class activity: definitionsSlide3
Some problems with definitions
prescriptive
descriptive
link with lexicon
link with pragmaticsSlide4
Slide5
Morphology / Syntax / PhonologySlide6
Morphology
Morphology is a component of grammar (and a branch of linguistics) that studies the word structures in terms of morphemes.
Morpheme
is the smallest meaningful unit of a word.Slide7
Morphology...
believe believ
able
un
believ
able
understand understand
ing
mis
understand
ing
respect respect
ful
dis
respect
fulSlide8
Morphology...
un
believ
able
mis
understand
ing
dis
respect ful
Prefixes
Roots
Sufixes
AffixesSlide9
Syntax
Syntax
is related to the proper arrangement of words in a sentence that conveys a meaningful message.Slide10
Syntax...
Tommy
The reporterSlide11
Syntax...Slide12
Syntax...
A woman without her man is nothing
A woman
,
without her man
,
is nothing
.
A woman
:
without her
,
man is nothing
.
Ben my uncle diedBen, my uncle, died.Ben!
my uncle died.
Slide13
Syntax...
Syntax
Simple
Complex
Compound
Compound Complex
Sentence
Types according
to structure
Types according to meaning
Declarative
Interrogative
Imperative
Exclamator
OptativeSlide14
Syntax...
Syntax
Parts of Speech
(N, V, Adj, Adv…)
Punctuation & Capitalization
(A-Z, ? ! “ /.)
Tenses
(Present, Past, Future...)
Meaning
(Dog beat cat.
v/s
Cat beat dog.)
Voice
(Active, Passive)
Speech
(Direct, Indirect)Slide15
Phonology
Phonology
is the study of sound system of a language.
Phoneme
is the smallest meaningful unit of sound.Slide16
Phonology...
a
at
hat
cat
cut
cupSlide17
Learning Grammar
& Teaching ItTheories, Practices, InsightsSlide18
Theories & Insights
Q1 What are the main theories in SLA? How do they address the learning/acquisition of grammar, and what are the implications for teaching it?
Q2
What are some of the
key insights
from recent SLA research about how grammar is learned/acquired?Slide19
Theories (T)
T1 Behaviorism
T2
Innatism (Universal Grammar)
T3
Krashen’s “Monitor Model”
T4
Psychological theories
T4.1
Information processing
T4.2
Connectionism
T5
Interactionism (Lightbown & Spada, 1999)Slide20
T1 Behaviorism
The idea:
language learning = habit formation of verbal behavior via a process of stimulus, response (imitation and practice) and reinforcement (positive and negative). L1 habits interfere with new habits needed for L2.
The process
:
(2:00-2:40)
The names
:
John B. Watson,
B. F. SkinnerSlide21
T1 Behaviorism
Associated teaching method(s)
:
The Audio-Lingual Method (ALM); heyday 1960s
How grammar is learned/taught
: via
dialogs
and
drills
(backward build-up, repetition, chain, single- and multiple-slot substitution, transformation, question-and-answer)
(Larsen-Freeman, 2000)Slide22
T2 Innatism/UG
The idea
:
Re FLA, children are “biologically programmed” for language, which “develops in the child in just the same way that other biological functions develop.” Innate knowledge of the principles of Universal Grammar (UG) allows all children to acquire their
first
language.
(Lightbown & Spada, 1999)
Chomsky &
others on UG:
Noam Chomsky,
Syntactic Structures
(1957)Slide23
T2 Innatism/UG
The process
:
biological, developmental; acquiring a
first
language is like learning to walk; acquiring a
second
may be a bit more complicated . . .
Associated teaching method(s)
:
“The emphasis on human cognition led to the establishment of the Cognitive Code Approach… However, no teaching method ever really developed directly from the approach.”
(Larsen-Freeman,
Techniques and Principles
)
How grammar is learned/taught
: Rules are often explicitly explained, but only after examples are provided.Slide24
T2 Innatism/UG
others argue that although it might be a good way to explain
FLA
, “UG is no longer available to guide the acquisition of
a second language
in learners who have passed
the critical period
for language acquisition”
(
Spada & Lightbown, 1999)
While
some
linguists working within the Innatist framework claim that UG offers “the best perspective” from which to understand SLA . . . Slide25
T3 Krashen’s “Monitor Model”
The five hypotheses
:
The
Hypothesis
The
idea
:
there is an emphasis on “exposure, or
input
, rather than practice; optimizing emotional preparedness for learning; a prolonged period of attention to what the language learners hear before they try to produce language; and a willingness to use written and other materials as a source of comprehensible input.”
(Richards & Rodgers, 1986)
Acquisition-Learning
Monitor
Natural Order
InputAffective FilterSlide26
T3 Krashen’s “Monitor Model”
Associated teaching method(s)
:
The Natural Approach (1980s)
How grammar is learned/taught
:
communicatively, with the emphasis on language
use
, “without reference to grammatical analysis, grammatical drilling, or to a particular theory of grammar.” Grammatical structure “does not require explicit analysis or attention by the language teacher, by the language learner, or in language teaching materials.”
(Richards & Rodgers, 1986)Slide27
T4.1 Information Processing
The idea: SLA = “the building up of knowledge systems that can eventually be called on automatically for speaking and understanding”; learning a language is like learning any other skill (driving a car, playing tennis)
(Lightbown & Spada, 1999)
The process
: 4 stages:
Attend
→
Encode
→
Store
→
Retrieve
Associated teaching method(s)
: Shares some common ground with ALM in that memorization and repetition are stressed
How grammar is learned/taught
: Memorization, repetition, automatizationSlide28
T4.2 Connectionism
The idea
:
SLLs learn language gradually via “exposure to thousands of instances of the linguistic features they eventually learn”;
input
is the chief source of linguistic knowledge; the role of the environment trumps any innate knowledge in the learner (i.e., innatists are wrong)
The process
:
As an SLL hears a given language feature in specific situational or linguistic contexts over and over again, s/he will develop stronger and stronger mental or neurological ‘connections’ between these elements [feature and context]”
(
Spada & Lightbown, 1999)Slide29
T4.2 Connectionism
Associated teaching method(s)
:
Any teaching method considering the role of connectionism would make use of maximum exposure to the target language, i.e. language immersion, CLT
How grammar is learned/taught
:
Rather than memorizing specific rules, specific instances of grammar are remembered based on context. Slide30
T5 Interactionism
The names
:
Evelyn Hatch (1992), Teresa Pica (1994), Michael Long (1983);
Lev Vygotsky
, Jim Lantolf (1994)
The idea
:
SLA takes place via
conversational interaction
between NNSs (SLLs) and NSs
The process
:
A NNS and NS converse/interact; the NNS has trouble following; the NS modifies his/her output to make it comprehensible to the NNS; this modified input for the NNS promotes acquisitionSlide31
T5 Interactionism
Associated teaching method(s)
:
Communicative Language Teaching (CLT)
How grammar is learned/taught
:
implicitly and inductively; by focusing on function, not form; by working with TL at the “suprasentential or discourse level”
(Larsen-Freeman, 2000)Slide32
Theories & Insights
Q1 What are the main theories
in SLA? How do they address the learning/acquisition of grammar, and what are the implications for teaching it?
Q2
What are some of the
key insights
from recent SLA research about how grammar is learned/acquired?Slide33
Key Insights (KIs)
KI1 “Learners do not learn structures one at a time
. . . . learning is a gradual process involving the mapping of form, meaning, and use; structures do not spring forth in learners’ interlanguage fully developed and error-free”
(Larsen-Freeman, 2001)Slide34
Key Insights (KIs)
KI2 “Even when learners appear to have mastered a particular structure, it is not un
common
to find
backsliding
occurring with the introduction of new forms to the learners’ interlanguage.”
(Larsen-Freeman, 2001)Slide35
Key Insights (KIs)
KI3 “Second language learners rely on the knowledge and the experience they have
. If they are beginners, they will rely on their L1 as a source of hypotheses about how the L2 works; when they are more advanced, they will rely increasingly on the L2.”
(Larsen-Freeman, 2001)Slide36
Intensive treatment of problematic structures can be highly effective (
Odlin 245), especially typographically enhanced input, “noticing” (Hinkel 166)
corpus linguistics shows us grammar in use, high frequency forms, real meanings of forms as they occur in real language (
Biber
&
Reppen
)
Other research-based insightsSlide37
D. Larsen-Freeman on grammar
grammar-
ing
teach reasons, not rules
challenge principleSlide38
Where are we now?
Pedagogical Grammar
“Pedagogical grammars are typically more eclectic, drawing on insights from both formal and functional grammars as well as work on corpus linguistics, discourse analysis and pragmatics” (
DeCarrico
20
)
“...the term
pedagogical grammar
usually denotes the types of grammar analysis and instruction designed for the needs of second language students.” (
Odlin
1
)Slide39
Context of language learningSlide40
Check out these lessons!
What grammar is presented?
How is it presented? What types of practice methods are used?
What types of learners would this work best with?
What are some possible changes you would make?