IN THE NAME OF GOD IN THE NAME OF GOD

Grammar Grammar Chapter 2 Chapter 2

Spoken & Written Grammar Distinctions between spoken & written grammar Raised questions about descriptions of grammar: Classifications of different types of spoken language Classifications of different types of spoken language Different distributions of features of spoken & written grammar Different distributions of features of spoken & written grammar The status of spoken language when studied within applied linguistics The status of spoken language when studied within applied linguistics The importance of differences The importance of differences The reason of importance The reason of importance

Limitations of Grammatical Descriptions Issues in describing grammar: 1- What 2- How 3- Different approaches 4- Their implications (theory & pedagogy) The important limitation of grammatical description

The interdependence of Grammar & Lexis Making statements about grammar (reason of difficulty) Interdependency of grammar & lexis (reason of difficulty) e.g. past morpheme -ed e.g. past morpheme -ed - Washed, referred, showed. - Washed, referred, showed. - Ate, drank, went. - Ate, drank, went. The choice of lexical item & resulted limitation e.g. progressive aspect e.g. progressive aspect - Mary is taking a bath. - Mary is taking a bath. - Mary is taking a class. - Mary is taking a class.

Lexicogrammar: The Problem of Defining Boundaries Prefabricated chunks of language Multi-word units Idiomatically determined meaning IDIOMS Differing from IDIOMS The range of lexical phrases: ( by the way Completely fixed ( by the way) (... ) ( week )( long time ) Relatively fixed ( a... ago) (a week ago)(a long time ago) reallyvery More variation (I’m (really) (very) sorry to hear that you flunked the test.)

The problem of lexical units: (consisting of abstract rules of sentence syntax, supported by a lexicon of single word items that are inserted into abstract categories such as NP, VP, PP, etc.) No’t being accounted for by models (consisting of abstract rules of sentence syntax, supported by a lexicon of single word items that are inserted into abstract categories such as NP, VP, PP, etc.) Producing much language in this way The role of mind Evidence from FLA studies Interest in investigating: 1- Implications of formulaic L for descriptions of grammar 2- Implications for how we view the components of syntax & lexicon 3- Implications for how the components interact with each other & with pragmatic concerns

Learning Grammar Learning Grammar *Structural Approach: habit formation’ Process of verbal ‘habit formation’ Overlearning Stimulus-response conditioning = Overlearning pattern practice drills Different types of pattern practice drills Little Little new vocabulary Controlled Controlled language used not to make errors Trying not to make errors

* Generative Approach: rules Language as a system of rules rule-formation Process of rule-formation active More active students Welcoming Welcoming errors hypothesis Formulating, testing and revising their hypothesis Giving written grammar exercises

*Communicative Approach: Implicit Implicit learning Subconscious Subconscious learning Adequacy of TL input or input with negative evidence (UG) Explicit teaching fluency The superiority of fluency over accuracy

*Second Language Acquisition (SLA) Research: Analysis of ‘interlanguage’ No learning in a linear fashion Overgeneralization of TL rules e.g. eated (ate), teached (taught). Evidence for the rule-formation point of view Consistently using the same strategy e.g. no want (don’t/doesn’t want)

*Connectionism: The limitation of rule-formation point of view Connectionism = simulation of networks functioning Associative learning Simulating behavior by models (SLA research) Direct attention to grammar (SLA research) No decontextualized drills/isolated grammar exercises Focused & unfocused attention to grammar Incorporation of new forms production+ meaning+ proper use Accurate production + meaning + proper use Interconnected dimensions, studied discretely

Teaching Grammar The prevailing view about teaching grammar Interactive/implicit means of teaching: 1- Input enhancement boldfacing) 2- Modifying the text features (boldfacing) interactive noticing) 3- Guided participation (interactive noticing) consciousness-raising tasks 4- Peer interaction (consciousness-raising tasks) point to the window) 5- Input-processing tasks (point to the window) meaningful) Language as a skill = overt productive practice ( meaningful) focused tasks, e.g. reading a map) Grammaring ( focused tasks, e.g. reading a map)

Different nature of the productive practices: 1- Form: meaningful repetition (3 rd person singular verbs) 1- Form: meaningful repetition (3 rd person singular verbs) 2- Meaning: joining form & meaning (stand up, sit down, etc.) 2- Meaning: joining form & meaning (stand up, sit down, etc.) 3- Use: Making a choice (giving advice) 3- Use: Making a choice (giving advice) 4- Discourse grammar: choosing active/passive voice 4- Discourse grammar: choosing active/passive voice Feedback Types of feedback: 1- Direct correction 1- Direct correction 2- Recast 2- Recast Welcoming errors by Applied Linguists Giving a rule without it’s exceptions Giving a rule without it’s exceptions Noticing & uptake after the feedback Noticing & uptake after the feedback

Grammar learning as an organic process The result of traditional grammatical syllabus Spiral syllabus A helpful guideline about spiral syllabus An alternative Demerit of the recommended alternative grammar checklist Using a grammar checklist as the best solution Supplementary tasks Merit of a grammar checklist

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