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English Teaching Materials

제 13 주차 Developing Grammar Teaching

Materials

전통적인 문법 교육

• 문법을 위한 문법

• 의미/상황을 고려하지 않은 형식 위주의 문법교육

• 문법-번역식 교수법

- 연역적 문법 교수

- Text를 읽기 위한 문법

• 청화식 교수법

- 귀납적 문법 교수 정확성 위주

- pattern drill

의사소통식 접근법과 문법교육

• 의사소통능력

- ‘문법적능력(grammatical competence)’ 포함

• 문법 교육의 의미 축소

- 의미 전달 위주: meaning > form

- 명시적 문법 교육 축소

“Grammar can be taught if it is necessary.”

문법 교육의 새로운 흐름

• Focus on Form

- communicative approach + incidental or occasional attending to form

- Content-Based Instruction

- Task-Based Instruction

Focus on Form?

Focus on form refers to how focal attentional resources are allocated. ... during an otherwise meaning-focused classroom lesson, focus on form often consists of an occasional shift of attention to linguistic code features－by the teacher and/or one or more students－triggered by perceived problems with comprehension or production ...

Focus on Form의 유형

• Implicit Techniques

- Input flooding

- Input enhancement

- Recast

• Explicit Techniques

- Brief rule presentation

- Brief metalinguistic comment

Input Enhancement의 예

Once upon a time there was a king. He had a beautiful young daughter. For her birthday, the king gave her a golden ball that she played with every day.

The king and his daughter lived near a dark forest. There was a deep well near the castle. Sometimes, the princess would sit by the well and play with her ball. One day, the princess threw her golden ball in the air but it did not fall into her hands. It fell into the well. Splash! The well was deep and the princess was sure she would never see her ball again. So she

cried and could not stop. …

Recast의 예

Jose: I think that the worm will go under the soil.

Teacher: I think that the worm will go under the soil?

Jose: (no response)

Teacher: I thought that the worm would go under the soil.

Jose: I thought that the worm would go under the soil.

Consciousness Raising

• Batstone (1996: 273)

“Learners may need time to make sense of new language before they are asked to make sense with it. [This is an argument] for receptive tasks to be clearly distinct from productive tasks, and for the former to precede the latter.”

Consciousness raising activities

Consciousness raising 1 Read the following utterances. They all contain ‘reported speech.’ Put

them into two categories.

Group 1: Sentence 1, …

Group 2: Sentence 3, … 1. I talked to James last week. He said he wasn’t going to New York after

all. So we went for a beer on Saturday. 2. Alan called. He said he couldn’t ring you last week because he had to

go to Paris unexpectedly. Can you get in touch with him? 3. I talked to Paul yesterday. He said he isn’t working for the bank any

more. Did you know? 4. Sara called me this morning. She said she isn’t coming to the meeting

tomorrow, but she’ll e-mail you the information, OK? 5. When I talked to Sara yesterday, she said she was sending the

information by e-mail. I don’t know why it hasn’t arrived yet. 6. There’s a Mr. Johnson outside who wants to see you. He said it’s urgent. 7. I saw Joan this morning. She doesn’t look well, she said she hasn’t

eaten for a week. 8. I phoned the electrician, but he said he couldn’t come until the following

week. So I fixed it myself. Seems to be working OK!

Consciousness raising 2

Look at the underlined parts of these conversations. Which things do the speakers think are still true? And which things do they think aren’t true (any more)?

1. A: I asked the new guy, Rolf, where he’s from. He said he’s German.

B: German? Alan told me he was Swiss.

2. A: John’s just phoned. He said he’s coming at 11:00.

B: That’s strange. When I rang him yesterday he said he was coming at 10:00.

3. A: Joan said she’s going to France for her holidays.

B: Oh really? She’s always changing her mind. Two weeks ago she said she was going to Italy.

4. A: I can’t believe you’re ordering sushi! You told me you didn’t like Japanese food.

B: No, I didn’t. I said I don’t mind it now and again.

의사소통식 문법활동의 예