语法教学——研究、理论与实践.ppt

1,Teaching grammar:research,theory and practice,Penny UrETAI miniconferenceRehovot,February 2010,2,Some questions:grammar within a communicative methodology,Is learner mastery of correct grammar a major aim in(communicative)language teaching?If it is,then how should it be taught?,3,What do you think?,Would you agree or disagree with the following statement?Its not important for students to use correct grammar when they are talking,as long as they are getting their message across.Its not important for students to use correct grammar when they are writing,as long as they are getting their message across.,4,Accuracy is important because,From the point of view of the hearer/reader,inaccuracy,even if it doesnt affect meaning,isdistracting,jarring discourteousmay lower respect for the speaker/writer,5,And because,from the point of view of the speaker/writer,inaccuracy maylower self-confidencelower self-respect as a language user,6,And because,from the point of view of the teacher,professionalism means teaching the language as best we can.,7,Research and theory,implicit and explicit teachingnoticingthe teachability hypothesisexemplar-based learning,8,Implicit and explicit teaching,The goal is implicit knowledge of correct grammar(i.e.getting it right without thinking about it)BUTDoes this imply implicit teaching(no explanations)?,9,Implicit teaching,Krashen(1981):input hypothesis You learn by getting lots of comprehensible inputThe Natural ApproachThe Interaction Hypothesis(Long,1985)You learn by interactingTask-based learning,10,Explicit teaching,BUT:Explicit grammar teaching appears to be helpfulSpada(1997)Norris and Ortega(2001)But:only explicit teaching doesnt produce people who can communicate,11,The relationship between explicit and implicit knowledge,The non-interface positionThe weak interface positionThe strong interface position,12,So where does that leave us?,13,Noticing,Schmidt:There is no such thing as unconscious acquisition of a second languageNoticing is necessary for learningIntake is that part of the input which has been noticed Incidental learning is possible,provided that noticing takes place,14,The teachability hypothesis,There is a natural developmental sequence of acquisition of morpho-syntactical structures,impervious to teaching.Teaching of a grammatical feature will be effective only if the learner is developmentally read to acquire it.Teaching of a feature when a learner is not ready may have a detrimental effect.(Pienemann,1984),15,Exemplar-based learning,You learn grammar by accumulating lots of memorized exemplarsThrough extensive exposure+noticingImportance of learning grammatical chunksEllis(N.)(2002):frequencyNattinger and DeCarrico(1992),Wray(2000):formulaic sequences,16,So the conclusion so far is that,17,You need:,communication+some explicit teaching of grammaryou need to noticeyou may not learn new grammar because youre not ready for ityou need lots of exposure to grammatical chunks(exemplars),18,Some practical models,Task-based+Focus on formTask-based+Consciousness-raisingPractice-based instruction,19,Task-based+focus on form,A communicative task,with incidental focus on form.focus on form.overtly draws students attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication(Long,1991:45-46),20,May be based on:,error correctionnoticing of salient forms in textsteacher-or student-initiated attention to a lanaguage featureOriginally:unplanned,brief(Long,1991)But later:largely planned,extended(Ellis,2001,Shak&Gardner,2008),21,Task based+consciousness-raising,Practice is not helpful(some research,experience,the teachability hypothesis).But awareness of grammatical rules,forms and meanings may facilitate later acquisitionSo:Occasional lessons where learners attention is drawn to forms,often in the shape of an explicit ruleDiscussion of examples,and some intellectual effort,22,Practice-based teaching,The transformation of declarative into procedural knowledge by a process of automatization through practice(Dekeyser,2007)Underpinning in cognitive psychology:skill theoryResearch evidence that it helps(Van Patten and Cadierno,1993;Muranoi,2007),23,PPP,Skill-theory,practice-based,The communicative approach,Input-based,Task-based,Focus on form,Consciousness-raising,24,Implications for classroom teaching,Problems with implementing research-based theory in practice:Varied,sometimes incompatible,conclusionsInsufficient attention paid to purely pedagogical factors,25,Ultimately:the teacher decides,Teaching is informed,but not determined,by research-based theory(Widdowson).Methodological decisions are taken by the teacher within particular situations,determined by pedagogical constraints+professional judgement.,26,A suggestion:five basic components of grammar teaching,Task-based+focus on formPresentation-and practice-basedCommunication onlyFocus on form onlyExemplar-based teaching,27,Task-based+focus on form,The basis of the lesson is a communicative task.We may teach bits of grammar/vocabulary/spelling before,during or after:but the focus is always on the communicative task.Example:an agree/disagree discussion:,28,A communicative task,Discuss how far you agree with the following statementsThe teacher should correct me when I make a mistake.Agree.DisagreeThe teacher should ask other students to correct me when I make a mistake.Agree.DisagreeThe teacher should get me to correct myself.Agree.DisagreeThe teacher should make me rewrite essays after shes corrected them.Agree.DisagreeThe teacher should not only correct me,but also explain why what I said was wrong.Agree.Disagree,29,Meaning-focused:Pair/group workFull-class summary and discussionForm-focused:modal shouldobject/reflexive pronouns(correct me/myself),30,2.Presentation+practice,A grammatical rule,presented inductively or deductivelyThen:practice activities,progressing from mainly form to mainly meaning focus.,31,Example:The Present Perfect,Conventional form-focusNina is looking everywhere but she cant find her keys.She(lose them)Peter weighs only 50 kilos.Last month,he weighed 60.He(be on a diet),32,Example:The Present Perfect,1.Focus on meaning,but controlled formFind someone who.has slept in a cave._ _.has eaten caviar _ _.has visited India _ _.has been in a car accident _ _,33,2.Focus on meaning,semi-controlled form(sentence completion):Since this time last year,I have.3.Focus on meaning,free sentence-makingThink of a situation(using the present perfect)that would produce the reaction1.Oh dear!2.Wonderful!3.What a surprise!4.Congratulations!5.Help!6.What a relief!7.What a pity8.Thank you!9.What a pity!10.Im sorry!11.Oh no!12.(sigh),34,4.Focus on meaning,full paragraph writing:,Today is picture B.What has happened since yesterday(picture A)?,35,5.Focus on communicationGroup discussion:You are a committee of experts who have to interview candidates for a specific course or profession.Your candidate is requesting:to become a marriage counsellorto become a kindergarten teacherto join the police forceto work on a summer camp for teenagersto become an ambulance driver,36,3.Communication only,Receptive:listening to recorded or improvised speechextensive readingwatching movies,TV Productive:talking,communication games exchanging information,creative or transactional writing,37,4.Form-focus only,Examples:Tip of the day isolated language pointsGrammar rule explanationsAnalysis of formulaic sequencesComparison with L1,38,5.Exemplar-based,Familiarization or learning by heart of:ChantsPoemsProverbs DialoguesSongsPerformances:sketches or plays,39,Variable selection and emphasis:Two examples,Grammar teaching procedures in the following situations:ELF at elementary level in a state schoolA university EAP course,40,A.ELF at elementary level in a state school,Predominantly:Presentation and practiceExemplar-based learningFocus on communicationOccasionally:Form-focus onlyTask-based group work,41,B.Young adults in a university EAP course,Predominantly:Task-based+reactive form-focusForm-focus onlyCommunication onlyOccasionally:Presentation+practiceVery occasionally:Exemplar-based,42,In conclusion,Research and theory have not produced a consensus on the best way to teach grammar.They have produced many interesting and suggestive insights.The practical five-component model proposed here is one possible basis for decisions about the treatment of grammar in materials for specific contexts.,43,Thanks for listening!,