语法教学-研究、理论与实践.ppt

1 Teachinggrammar research theoryandpractice PennyUrETAIminiconferenceRehovot February2010 2 Somequestions grammarwithinacommunicativemethodology Islearnermasteryofcorrectgrammaramajoraimin communicative languageteaching Ifitis thenhowshoulditbetaught 3 Whatdoyouthink Wouldyouagreeordisagreewiththefollowingstatement It snotimportantforstudentstousecorrectgrammarwhentheyaretalking aslongastheyaregettingtheirmessageacross It snotimportantforstudentstousecorrectgrammarwhentheyarewriting aslongastheyaregettingtheirmessageacross 4 Accuracyisimportantbecause Fromthepointofviewofthehearer reader inaccuracy evenifitdoesn taffectmeaning isdistracting jarring discourteous maylowerrespectforthespeaker writer 5 Andbecause fromthepointofviewofthespeaker writer inaccuracymaylowerself confidencelowerself respectasalanguageuser 6 Andbecause fromthepointofviewoftheteacher professionalismmeansteachingthelanguageasbestwecan 7 Researchandtheory implicitandexplicitteaching noticing theteachabilityhypothesis exemplar based learning 8 Implicitandexplicitteaching Thegoalisimplicitknowledgeofcorrectgrammar i e gettingitrightwithoutthinkingaboutit BUTDoesthisimply implicit teaching noexplanations 9 Implicitteaching Krashen 1981 inputhypothesis YoulearnbygettinglotsofcomprehensibleinputTheNaturalApproachTheInteractionHypothesis Long 1985 YoulearnbyinteractingTask basedlearning 10 Explicitteaching BUT ExplicitgrammarteachingappearstobehelpfulSpada 1997 NorrisandOrtega 2001 But onlyexplicitteachingdoesn tproducepeoplewhocancommunicate 11 Therelationshipbetweenexplicitandimplicitknowledge Thenon interfacepositionTheweakinterfacepositionThestronginterfaceposition 12 Sowheredoesthatleaveus 13 Noticing Schmidt ThereisnosuchthingasunconsciousacquisitionofasecondlanguageNoticingisnecessaryforlearningIntakeisthatpartoftheinputwhichhasbeennoticedIncidentallearningispossible providedthatnoticingtakesplace 14 Theteachabilityhypothesis Thereisanaturaldevelopmentalsequenceofacquisitionofmorpho syntacticalstructures impervioustoteaching Teachingofagrammaticalfeaturewillbeeffectiveonlyifthelearnerisdevelopmentallyreadtoacquireit Teachingofafeaturewhenalearnerisnotreadymayhaveadetrimentaleffect Pienemann 1984 15 Exemplar based learning Youlearngrammarbyaccumulatinglotsofmemorized exemplars Throughextensiveexposure noticing Importanceoflearninggrammatical chunks Ellis N 2002 frequencyNattingerandDeCarrico 1992 Wray 2000 formulaicsequences 16 Sotheconclusionsofaristhat 17 Youneed communication someexplicitteachingofgrammaryouneedto notice youmaynotlearnnewgrammarbecauseyou renot ready forityouneedlotsofexposuretogrammaticalchunks exemplars 18 Somepracticalmodels Task based FocusonformTask based Consciousness raisingPractice basedinstruction 19 Task based focusonform Acommunicativetask withincidentalfocusonform focusonform overtlydrawsstudents attentiontolinguisticelementsastheyariseincidentallyinlessonswhoseoverridingfocusisonmeaningorcommunication Long 1991 45 46 20 Maybebasedon errorcorrectionnoticingofsalientformsintextsteacher orstudent initiatedattentiontoalanaguagefeatureOriginally unplanned brief Long 1991 Butlater largelyplanned extended Ellis 2001 Shak Gardner 2008 21 Taskbased consciousness raising Practiceisnothelpful someresearch experience theteachabilityhypothesis Butawarenessofgrammaticalrules formsandmeaningsmayfacilitatelateracquisitionSo Occasionallessonswherelearners attentionisdrawntoforms oftenintheshapeofanexplicitruleDiscussionofexamples andsomeintellectualeffort 22 Practice basedteaching Thetransformationofdeclarativeintoproceduralknowledgebyaprocessofautomatizationthroughpractice Dekeyser 2007 Underpinningincognitivepsychology skilltheoryResearchevidencethatithelps VanPattenandCadierno 1993 Muranoi 2007 23 PPP Skill theory practice based Thecommunicativeapproach Input based Task based Focusonform Consciousness raising 24 Implicationsforclassroomteaching Problemswithimplementingresearch basedtheoryinpractice Varied sometimesincompatible conclusionsInsufficientattentionpaidtopurelypedagogicalfactors 25 Ultimately theteacherdecides Teachingisinformed butnotdetermined byresearch basedtheory Widdowson Methodologicaldecisionsaretakenbytheteacherwithinparticularsituations determinedbypedagogicalconstraints professionaljudgement 26 Asuggestion fivebasiccomponentsofgrammarteaching Task based focusonformPresentation andpractice basedCommunicationonlyFocusonformonlyExemplar basedteaching 27 Task based focusonform Thebasisofthelessonisacommunicativetask Wemayteachbitsofgrammar vocabulary spellingbefore duringorafter butthefocusisalwaysonthecommunicativetask Example an agree disagree discussion 28 Acommunicativetask DiscusshowfaryouagreewiththefollowingstatementsTheteachershouldcorrectmewhenImakeamistake Agree DisagreeTheteachershouldaskotherstudentstocorrectmewhenImakeamistake Agree DisagreeTheteachershouldgetmetocorrectmyself Agree DisagreeTheteachershouldmakemerewriteessaysaftershe scorrectedthem Agree DisagreeTheteachershouldnotonlycorrectme butalsoexplainwhywhatIsaidwaswrong Agree Disagree 29 Meaning focused Pair groupworkFull classsummaryanddiscussionForm focused modalshouldobject reflexivepronouns correctme myself 30 2 Presentation practice Agrammaticalrule presentedinductivelyordeductivelyThen practiceactivities progressingfrommainlyformtomainlymeaningfocus 31 Example ThePresentPerfect Conventionalform focusNinaislookingeverywherebutshecan tfindherkeys She losethem Peterweighsonly50kilos Lastmonth heweighed60 He beonadiet 32 Example ThePresentPerfect 1 Focusonmeaning butcontrolledformFindsomeonewho hassleptinacave haseatencaviar hasvisitedIndia hasbeeninacaraccident 33 2 Focusonmeaning semi controlledform sentencecompletion Sincethistimelastyear Ihave 3 Focusonmeaning freesentence makingThinkofasituation usingthepresentperfect thatwouldproducethereaction 1 Ohdear 2 Wonderful 3 Whatasurprise 4 Congratulations 5 Help 6 Whatarelief 7 Whatapity8 Thankyou 9 Whatapity 10 I msorry 11 Ohno 12 sigh 34 4 Focusonmeaning fullparagraphwriting TodayispictureB Whathashappenedsinceyesterday pictureA 35 5 FocusoncommunicationGroupdiscussion Youareacommitteeofexpertswhohavetointerviewcandidatesforaspecificcourseorprofession Yourcandidateisrequesting tobecomeamarriagecounsellortobecomeakindergartenteachertojointhepoliceforcetoworkonasummercampforteenagerstobecomeanambulancedriver 36 3 Communicationonly Receptive listeningtorecordedorimprovisedspeechextensivereadingwatchingmovies TV Productive talking communicationgamesexchanginginformation creativeortransactionalwriting 37 4 Form focusonly Examples Tipoftheday isolatedlanguagepointsGrammarruleexplanationsAnalysisofformulaicsequencesComparisonwithL1 38 5 Exemplar based Familiarizationorlearningbyheartof ChantsPoemsProverbsDialoguesSongsPerformances sketchesorplays 39 Variableselectionandemphasis Tw