Download - 1a Grammar Intro
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Introduction to the
Grammar Awareness course
Agneta M-L Svalberg
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What I expectA range of prior knowledge and interest
from none to considerable
A need to develop your grammar
awareness for professional purposes
A willingness to engage critically with
the course
Learning with you through discussion
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What you can expect
Each session has:
A topic
Pre-session activities on BB
A work sheet
In session activities
Format:50 min lecture
50 min workshop
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Readings
Set text:
Greenbaum & Nelson (see handout)
Further independent study:
PPTs and HOs on BB for revision
Short-loan collection
Pre-session activities & keys on BB
Extra material on BB
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Assessment
Same format and weighting as forPhonology:
Grammar Test (1.5 hrs)37.5%
Grammar* Presentation (10 min) 25%
(either Grammar or Phonology)
In the written test you will be asked to
identify, classify, and (to a lesser extent)
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How can I benef it from taking a grammar cou rse?
Explicit grammar knowledge can help the teacher with a number
of tasks:
to assess the difficulty and clarity of grammar explanations and
activities in course and exercise books
to accurately assess the difficulty of texts and examples youmight want to use in class
to spot and analyze your learners grammar errors
to provide useful feedback on grammar errors, or remedialactivities
to put together examples and activities for grammar learning
which are clear and helpful
to explain grammar use more clearly to students if they ask
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Dif ferent v iews of g rammar
M. A. K. Halliday Rodney Huddleston Noam ChomskyRandolph Quirk Andrew Radford
Systemic-Functional Structuralist/ Mainstream TG/ GB/ UG
Language as Language as structure Language as
a resource; cognitive
speakers choice ability
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Word Grammar
Richard Hudson
http://www.phon.ucl.ac.uk/home/dick/wg.htm
Grammar as restrictions on how words
can be used
Pedagogical app roach
Michael Lewiss Lexical Approach. (e.g.Lewis 1997)
http://www.phon.ucl.ac.uk/home/dick/wg.htmhttp://www.phon.ucl.ac.uk/home/dick/wg.htmhttp://www.phon.ucl.ac.uk/home/dick/wg.htm -
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Purposes
Descriptive grammars
- to describe what users of the language do
Pedagogic grammars
- to assist language learners/teachers
Theoretical grammars - to model and to investigate for example
language acquisition or human language ingeneral
Pedagogic grammars in particular are oftenprescriptive, i.e. they tell the reader what is'good' grammar.
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Grammar Rules
describe patterns in language use.
take different forms depending on the
type of grammar.
A formal rule:
PP > P + NP
NP > (Det) + (Adj) + N
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A netwo rk of cho ices
Number on nouns
Possessive -Plural -s
Not Possessive -0
Count
Possessive sNoun Singular -0
Not Possessive -0
Mass -0
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A pedagog ic grammar rule
Most countable nouns have a plural
form that ends ins. (Parrott
2000:10)
We add s to nouns or noun phrases
() to show that what follows belongs
to them, e.g. the teachers car.
(Parrott 2000:13)
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A Rule of Thumb
"There is a tendency for abstract
nouns to be non-count." (Greenbaum,
S. 1991:72)
Nearly all grammar rules should be
treated as rules of thumb!
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Outline
1. The Sentence; its parts and their functions
2. Noun Phrases & Prepositional Phrases
3. Adjective Phrases, Adverb Phrases and
Adverbials
4. Verb Groups, Verb Phrases, Multi-Verbs
5. Tense & Aspect
6. Modality; Conditionals
7. Complex Sentence Structures; Information Focusand Weight. Evaluation