1. LING 322 TEACHING LANGUAGES TO YOUNG CHILDREN
CHAPTER 5 – LEARNING GRAMMAR

2. GRAMMAR AND YOUNG LEARNERS
Grammar is necessary to express precise meanings in discourse
Grammar ties closely into vocabulary in learning and using the foreign language
Grammar learning can evolve from the learning of chunks of language
Talking about something meaningful with the child can be a useful way to introduce a new grammar
Grammar can be taught without technical labels

3. WHAT IS GRAMMAR? THE GRAMMAR OF A LANGUAGE THEORETICAL AND PEDAGOGIC
PATTERNS OR RULES HOW WORDS ARE PUT TOGETHER
THEORETICAL AND PEDAGOGIC
THEORETICAL – theories of grammar, how they are internalised, how meaning is expressed
PEDAGOGIC – descriptions of patterns/rules
INTERNAL GRAMMAR
Every learner has a different internal grammar
Referred to as ‘interlanguage’ or ‘linguistic competence’
Helps teachers understand why

4. DEVELOPMENT OF INTERNAL GRAMMAR
Rote learning chunks lead to early learning, development of grammar
How words are used in the same places
FROM WORDS TO GRAMMAR
Children produce random word orders and work out how to use the language, try using them and amending them
With more input, hypotheses will change
HYPOTHESES TESTING
Resort to using L1 when data is limited
Assumes L2 works like L1
L1 INFLUENCE

5. LEARNING CENTERED APPROACH
TRENDS IN GRAMMAR TEACHING - shift from grammar translation to task-based, communicative, and target oriented
GRAMMAR AS EXPLICIT RULES
Language learning is the accumulation of mastered rules of grammar
Grammar rules are introduced one-by-one
Learners learn the rules and practise using the rules
COMMUNICATIVE APPROACHES
Learners learn the language by using it to communicate with others