1. Chapter 2 Highlights Grammar is an Area of major concern in learning / teaching languages. Form, Meaning, Use (repeated throughout the chapter) Interdependence of syntax and lexis MANY different meanings for “grammar” and kinds of grammars Diane Larsen-Freeman & DeCarrico, Jeanette. 2010. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2nd edition, Chapter 3, Grammar, pp. 18-33. London: Hodder Education.

2. Main Points of Chapter on Grammar  Many different definitions of “ grammar ”  Different types of grammars  Different approaches to defining content  Grammar should not be seen as totally independent from other linguistic knowledge  We should understand how we think people learn grammar  We should think about different ways to teach it Diane Larsen-Freeman & DeCarrico, Jeanette. 2010. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2nd edition, Chapter 3, Grammar, pp. 18-33. London: Hodder Education.

3. "Grammar Types" 1. Prescriptive Grammar 2. Descriptive Grammar a. Representation of native speakers' unconscious knowledge b. Description of Mental Grammar 3. Pedagogical Grammar Diane Larsen-Freeman & DeCarrico, Jeanette. 2010. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2nd edition, Chapter 3, Grammar, pp. 18-33. London: Hodder Education, pp. 18-19.

4. Prescriptive vs. Teaching Grammar "Although teaching grammar in a second language does involve some of the prescriptive rules for the standard varieties, a pedagogical grammar resembles a descriptive grammar much more than a prescriptive one, especially in terms of the range of structures covered (Odlin, 1994)." Diane Larsen-Freeman & DeCarrico, Jeanette. 2010. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2nd edition, Chapter 3, Grammar, pp. 18-33. London: Hodder Education, p. 19.

5. Which Rules to Describe Rules General rules Apparent exceptions Irregularities Varieties National Standard / Non-Standard / Informal Styles Formal / Informal Written / Spoken Diane Larsen-Freeman & DeCarrico, Jeanette. 2010. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2nd edition, Chapter 3, Grammar, pp. 18-33. London: Hodder Education, pp. 19-20.

6. Definition of Communicative Competence “ Appropriate use of language ” “‘ the capabilities of a person ’, a competence which is ‘ dependent upon both [tacit] knowledge and [ability for] use ’ (Hymes, 1972: 282) ” Diane Larsen-Freeman & DeCarrico, Jeanette. 2010. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2nd edition, Chapter 3, Grammar, pp. 18-33. London: Hodder Education, p. 20.

7. Components of Communicative Competence  Grammatical Competence  Pragmatic / Sociolinguistic Competence  Discourse Competence  Strategic Competence Diane Larsen-Freeman & DeCarrico, Jeanette. 2010. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2nd edition, Chapter 3, Grammar, pp. 18-33. London: Hodder Education, p. 20. Oxford, Rebecca L. 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle Publishers, p 7.

8. Some Differences between Written and Spoken English 1 1. More-formal vocabulary children kids 2. Less-colloquial language The restaurant was excellent. Well, dude, it was gnarly. 3. Few, but longer, words Mount Rainer is exquisitely beautiful. Mount Rainer is, well, more or less a pretty outstanding mountain in terms of beauty. Excerpted from Joy M. Reid. 2000. The Process of Composition, third edition. White Plains, NY: Pearson Education, pp. 5-6. (With only slight modification.)

9. Some Differences between Written and Spoken English 2 4. Complete sentences I wanted to go home. Because I wanted to. 5. Fewer questions / Fewer exclamation sentences This paper will define X What do you think X means? You're right!. 6. Fewer personal pronouns (especially "I") Most consumers prefer Brand A. I love Brand A, and you will too! Excerpted from Joy M. Reid. 2000. The Process of Composition, third edition. White Plains, NY: Pearson Education, pp. 5-6. (With only slight modification.)

10. 7. More complex sentences My parents came to America for this children's education, leaving behind their lives in Pakistan. My mother and father came to America. They came for their children's education. So they left their lives in Pakistan 8. More specific evidence (more detail) Two recent research studies (Anderson, 1998; Li, 1997) report that… As everybody knows… Excerpted from Joy M. Reid. 2000. The Process of Composition, third edition. White Plains, NY: Pearson Education, pp. 5-6. (With only slight modification.) Some Differences between Written and Spoken English 3

11. 9. No contractions (If greater formality is desired) could not, they are, we will not couldn't, they're, we won't Excerpted from Joy M. Reid. 2000. The Process of Composition, third edition. White Plains, NY: Pearson Education, pp. 5-6. (With only slight modification.) Some Differences between Written and Spoken English 4

12. Sentence Openers (Nattinger & DeCarrico's (1992) "Sentence Builders") Advising against: If you ask me … You might be sorry if … You'll be sorry. I wouldn't do that if I were you. I'd think about that carefully before doing anything. Intermediate Mandarin Vocabulary Study Guide, p. 173

13. Learning Grammar 1. Habit formation 2. Rule formation 3. Interactive / Implicit Learning 4. Non-Linear Acquisition 5. Associative Learning Diane Larsen-Freeman & DeCarrico, Jeanette. 2010. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2nd edition, Chapter 3, Grammar, pp. 18-33. London: Hodder Education, pp. 26-29.

14. Grammar Techniques Teaching 1. Input Flooding 2. Guided Participation 3. Peer Interactions 4. Consciousness-Raising Tasks 5. Input-Processing Tasks 6. Grammaring 7. Meaningful repetition Diane Larsen-Freeman & DeCarrico, Jeanette. 2010. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2nd edition, Chapter 3, Grammar, pp. 18-33. London: Hodder Education, pp. 29-31.

15. Chapter Summary 1. What are the possible different kinds of Grammar we could talk about? 2. What should be included in the Grammar to be used with L2 learners? 3. What are some important issues to consider in deciding what to focus on? 4. What do we know about how people learn? 5. What do we know about ways to teach grammar? Are some more effective? Diane Larsen-Freeman & DeCarrico, Jeanette. 2010. In Norbert Schmitt, editor An Introduction to Applied Linguistics, 2nd edition, Chapter 3, Grammar, pp. 18-33. London: Hodder Education.