语法教学——研究、理论与实践.ppt
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1、1,Teaching grammar: research, theory and practice,Penny Ur ETAI miniconference Rehovot, 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
2、 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 gettin
3、g their message across.,4,Accuracy is important because,From the point of view of the hearer/reader, inaccuracy, even if it doesnt affect meaning, is distracting, jarring discourteous may lower respect for the speaker/writer,5,And because, from the point of view of the speaker/writer, inaccuracy may
4、 lower self-confidence lower 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 teaching noticing the teachability hypothesis exemplar-based learning,8,Implicit a
5、nd explicit teaching,The goal is implicit knowledge of correct grammar (i.e. getting it right without thinking about it) BUT Does this imply implicit teaching (no explanations)?,9,Implicit teaching,Krashen (1981): input hypothesis You learn by getting lots of comprehensible input The Natural Approac
6、h The Interaction Hypothesis (Long, 1985) You learn by interacting Task-based learning,10,Explicit teaching,BUT: Explicit grammar teaching appears to be helpful Spada (1997) Norris and Ortega (2001) But: only explicit teaching doesnt produce people who can communicate,11,The relationship between exp
7、licit and implicit knowledge,The non-interface position The weak interface position The strong interface position,12,So where does that leave us?,13,Noticing,Schmidt: There is no such thing as unconscious acquisition of a second language Noticing is necessary for learning Intake is that part of the
8、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
9、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 exemplars Through extensive exposure + noticing Importance of learni
10、ng grammatical chunks Ellis (N.) (2002): frequency Nattinger and DeCarrico (1992), Wray (2000): formulaic sequences,16,So the conclusion so far is that,17,You need:,communication + some explicit teaching of grammar you need to notice you may not learn new grammar because youre not ready for it you n
11、eed lots of exposure to grammatical chunks (exemplars),18,Some practical models,Task-based + Focus on form Task-based + Consciousness-raising Practice-based instruction,19,Task-based + focus on form,A communicative task, with incidental focus on form . focus on form. overtly draws students attention
12、 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 correction noticing of salient forms in texts teacher- or student-initiated attention to a lanaguage feature Originally: unplanned, brief
13、(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 acquisition So: Oc
14、casional lessons where learners attention is drawn to forms, often in the shape of an explicit rule Discussion 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, 2
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