Download CIED 5543 Structures of American English

CIED 5543
Structures of
American English
Dr. Freddie Bowles
[email protected]
479-575-3035
Peabody Hall 312
Chapters Two & Three
O What’s in a word?
O Grammatical Terms
O To Teach or Not To Teach
O Teaching Grammar
Let’s Draw!
O Phrase Structure Diagram
O aka “Tree Diagrams”
O Try this one: “A feisty dog followed the young
boy to his house.”
O Hint: Some abbreviations—S, NP, VP, PP, Art,
Adj, PD
O Hint: Label the sentence elements first.
Tree Diagram Answer
A feisty dog followed the young boy to his house.
S
NP
Art
The
VP
Adj
N
V
NP
feisty
dog
followed
Art Adj N
the young boy
PP
Prep
to
NP
PD
his
N
house
Chapter Two: Terms
Matching Activity
O In your groups, match the
terms with the definitions.
O Be prepared to give an
example.
Matching Answers
Head element
of a noun phrase
Noun, Pronoun, or Gerund
General names for people,
places, and things divided
into two classes
Common Nouns
Nouns that can be made into Count Nouns
plurals
Nouns that do not have a
plural form
Noncount Nouns
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 distance
Demonstrative Determiner
A function of a noun phrase
used as the “agent” or “doer”
in a sentence
Subject
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
Predicate Nominals
the form of the verb “be” and refers to the
subject of a sentence
A function of a noun phrase that defines
a NP that it follows
Appositive
Another term for Verb Phrase
Predicate
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
A class of verbs in which the subject is affected
by the verb itself
Modal Verbs
Ergative Verbs
Matching Answers
A lexical aspect of a verb indicating
a state rather than an action
Stative Verbs
Verbal structures consisting of a verb Phrasal Verbs
plus one or two other elements that
functions as a single unit
The term used when two
independent clauses are joined
together
Coordinate
Sentence
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
Complement
Chapter Three: Teaching Grammar
Why teach grammar to adults?
O L2 learning is fundamentally different from
L1 learning.
O Language learning is time sensitive and
vanishes as Ls reach adulthood.
O L2 acquisition has varying degrees of
success.
O L2 learners experience stabilized grammar.
O L2 success is influenced by affective factors.
To teach or not
to teach grammar?
O NOT!—Krashen (1970s) Input Hypothesis
O Acquisition comes from comprehensible input (the
Natural Approach—Krashen & Terrell, 1983)
O No empirical research to support Krashen’s theory
O Yes!—Empirical studies to support grammar
instruction including production of past tense
forms, relative clauses, accuracy, effect of oral
and written tasks, for example.
How to teach grammar?
O Explicit vs. Implicit
O Explicit: Rules are explained
O Implicit: No overt reference is made to rules
or forms
O Explicit teaching produces better and longer-
lasting learning.
How to teach grammar?
Deductive vs. Inductive
O Deductive: Focus on Forms (FonFs, Long, 1997)
O Different structures are presented and practiced in
different kinds of exercises including memorizing
dialogues, reading simplified texts, doing
transformation exercises, and receiving negative
feedback
O Teaches more than learner needs to know
O Does not present a realistic model of language use
O Ignores research finding that show learning is not a
one-time categorical event
O Ignores the role of development stages in learning
How to teach grammar?
O Inductive—Focus on Form (FonF)
O Students formulate rules from natural
language
O Students reflect on nature of grammatical
rules
O Students use rules in meaningful
conversations in realistic contexts
Approaches to Teaching Grammar
1. Communicative Language Teaching (CLT)
O Developed in the 1970s and 80s
O Savignon originated the term “communicative
competence” (1972)
O 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
O Limited grammatical competence
O Adaptation: A more eclectic approach to teaching
Approaches to Teaching Grammar
Grammar in Context (Nunan, 1998)
O Advocates an “organic” approach
O Learners become active explorer of language
O Learners develop understanding of relationships
O
O
O
O
O
between grammar and discourse
Exposure to authentic language
Opportunity to use language in new ways
Relies heavily on collaborative
Emphasizes implicit grammar instruction
Provides opportunities to revise
Approaches to Teaching Grammar
Task-Based Language Teaching (Long, 1997)
Relevant to advanced learners who need proficiency
for academic, occupational, or vocation purposes
O Uses realistic tasks in teaching
O Elaborates on input given to Ss
O Supplements authentic texts
O Provides rich input
O Respects and encourages learner syllabi
O Promotes cooperative learning
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)
1. Ss given explicit description of a structure
2. Ss informed about input process that might
interfere with form-meaning connection
3. Ss given structured input to assist in correct
processing of structure
What’s missing? Output! VanPatten believed richer
input produced better output.
Approaches to Teaching Grammar
3. Output Hypothesis (Swain, 1985; Gass, 1997)
O Swain found that Ss had good comprehension but
limited productive skills.
O Gass suggested that production requires more attention
to L2 grammar and input processing.
O Gass—L2 Output accuracy involves a focus on grammar
rules utilizing the interlanguage, the evolving
grammatical system.
O DeKeyser & Sokalski (2001) found that PI is better for
comprehension skills and output practice is better for
productive skills
Classroom Applications
O CLT activities—interactive and collaborative:
games, puzzle solving, role-playing,
storytelling.
O 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
paragraphs
Classroom Applications
O Task-Based Language Teaching: closed tasks (one
answer) or open-tasks (multiple answers)
O Tasks should elicit a specific grammar structure
O Enhancing Input: Input flooding to introduce multiple
uses of grammatical structure (PI)—stories,
instruction, classroom language
O Textual Enhancement: typographically highlighting a
particular grammar structure in a written passage
O Output Practice: Pushed Output encourages
students to produce language slightly beyond their
current ability—dictogloss.