CIED 5543 - PowerPoint Presentation

Slide1

CIED 5543Structures of American English

Dr. Freddie Bowles

fbowles@uark.edu

479-575-3035

Peabody Hall 312Slide2

Chapters Two & Three What’s in a word?

Grammatical Terms

To Teach or Not To Teach

Teaching GrammarSlide3

Let’s Draw!Phrase Structure Diagram

aka “Tree Diagrams”

Try this one: “A feisty dog followed the young boy to his house.”

Hint: Some abbreviations—S, NP, VP, PP, Art,

Adj

, PD

Hint: Label the sentence elements first.Slide4

Tree Diagram AnswerA feisty dog followed the young boy to his house.

S

NP VP

Art

Adj

N V NP PPThe feisty dog followed Art Adj N Prep NP the young boy to PD N his house Slide5

Chapter Two: TermsMatching Activity

In your groups, match the terms with the definitions.

Be prepared to give an example.Slide6

Matching Answers

Head element

of

a noun phrase

Noun

,

Pronoun,

or Gerund

General

names for people, places, and things divided into two classesCommon

Nouns

Nouns that can be made into plurals

Count Nouns

Nouns that do not have a plural form

Noncount

Nouns Slide7

Matching Answers

A

present participle that can function as a noun

Gerund

A

type of determiner showing definiteness or indefiniteness

Articles

A

type of

determiner

used

to indicate distanceDemonstrative

Determiner

A function of a noun phrase used as the “agent” or “doer” in a sentence

SubjectSlide8

Matching Answers

A

function of a noun phrase that is affected by the action indicated by a verb

Direct

Object

A

function of a noun phrase that follows the form of the verb “be” and refers to the subject of a sentence

Predicate

Nominals

A

function of a noun phrase that defines

a NP that it follows

Appositive

Another term for Verb Phrase

PredicateSlide9

Matching Answers

Endings

added to verbs to indicate person, number, and tense

Inflections

The

term used to indicate whether the action

of

the verb is in progress, repetitive,

or

complete

Aspect

A

class of auxiliary verbs that indicate possibility, probability, obligation, ability,

or necessity

Modal Verbs

A class of verbs in which the subject is affected by the verb itself

Ergative

VerbsSlide10

Matching Answers

A lexical aspect of a verb indicating a state rather than an action

Stative Verbs

Verbal structures consisting of a verb plus one or two other elements that functions as a single unit

Phrasal Verbs

The term used when two independent clauses are joined together

Coordinate SentenceSlide11

Matching Answers

A type of subordinate clause introduced by a relative pronoun

Relative Clause

A type of subordinate clause providing information to complete the meaning of the verb

ComplementSlide12

Chapter Three: Teaching Grammar

Why teach grammar to adults?

L2 learning is fundamentally different from L1 learning.

Language learning is time sensitive and vanishes as Ls reach adulthood.

L2 acquisition has varying degrees of success.

L2 learners experience stabilized grammar.

L2 success is influenced by affective factors.Slide13

To teach or not to teach grammar?

NOT!—Krashen (1970s) Input Hypothesis

Acquisition comes from comprehensible input (the Natural Approach—Krashen & Terrell, 1983)

No empirical research to support

Krashen’s

theory

Yes!—Empirical studies to support grammar instruction including production of past tense forms, relative clauses, accuracy, effect of oral and written tasks, for example.Slide14

How to teach grammar?Explicit vs. ImplicitExplicit: Rules are explained

Implicit: No overt reference is made to rules or forms

Explicit teaching produces better and longer-lasting learning.Slide15

How to teach grammar?

Deductive

vs. Inductive

Deductive: Focus on Forms (

FonFs

, Long, 1997)

Different structures are presented and practiced in different kinds of exercises including memorizing dialogues, reading simplified texts, doing transformation exercises, and receiving negative feedback

Teaches more than learner needs to knowDoes not present a realistic model of language useIgnores research finding that show learning is not a one-time categorical eventIgnores the role of development stages in learningSlide16

How to teach grammar?Inductive—Focus on Form (FonF

)

Students formulate rules from natural language

Students reflect on nature of grammatical rules

Students use rules in meaningful conversations in realistic contexts

Slide17

Approaches to Teaching Grammar

1

. Communicative Language Teaching (CLT)

Developed in the 1970s and 80s

Savignon

originated the term “communicative competence” (1972)

Two goals: Ss learn to use feedback to judge the success of their attempts to communicate, and Ss use appropriate linguistic forms in social contexts

Limited grammatical competenceAdaptation: A more eclectic approach to teachingSlide18

Approaches to Teaching Grammar

Grammar

in Context (Nunan, 1998)

Advocates an “organic” approach

Learners become active explorer of language

Learners develop understanding of relationships between grammar and discourse

Exposure to authentic language

Opportunity to use language in new waysRelies heavily on collaborativeEmphasizes implicit grammar instructionProvides opportunities to reviseSlide19

Approaches to Teaching Grammar

Task-Based

Language Teaching (Long, 1997)

Relevant to advanced learners who need proficiency for academic, occupational, or vocation

purposes

Uses

realistic tasks in teaching

Elaborates on input given to SsSupplements authentic textsProvides rich inputRespects and encourages learner syllabiPromotes cooperative learning Slide20

Approaches to Teaching Grammar

2. Processing

Instruction

(

VanPatten

, 1996)

Focus on a “form-meaning” connection (

intake)Input must be noticed and comprehended to become intake (input processing)Ss given explicit description of a structureSs informed about input process that might interfere with form-meaning connectionSs given structured input to assist in correct processing of structureWhat’s missing? Output! VanPatten

believed richer input produced better output.Slide21

Approaches to Teaching Grammar

3. Output Hypothesis (Swain, 1985;

Gass

, 1997)

Swain found that Ss had good comprehension but limited productive skills.

Gass

suggested that production requires more attention to L2 grammar and input processing.

Gass—L2 Output accuracy involves a focus on grammar rules utilizing the interlanguage, the evolving grammatical system.DeKeyser & Sokalski (2001) found that PI is better for comprehension skills and output practice is better for productive skillsSlide22

Classroom ApplicationsCLT activities—interactive and collaborative: games, puzzle solving, role-playing, storytelling.

Grammar in Context Activities—comparative activities to explore connection of grammar to discourse: compare textbook activity to authentic conversation; “information packaging”—combining sentences to create paragraphsSlide23

Classroom ApplicationsTask-Based Language Teaching: closed tasks (one answer) or open-tasks (multiple answers)

Tasks should elicit a specific grammar structure

Enhancing Input: Input flooding to introduce multiple uses of grammatical structure (PI)—stories, instruction, classroom language

Textual Enhancement: typographically highlighting a particular grammar structure in a written passage

Output Practice: Pushed Output encourages students to produce language slightly beyond their current ability—

dictogloss

.