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Teaching Grammar in Context
Reflection on the ELTC ( Edinburg)
Olga Medvedeva , December 2015
What is grammar?
• Do I like / dislike teaching it? Why?
2015.12.04 Olga Medvedeva
What is grammar?
“ …a positive way of making meaning, not just an exercise in tracking errors and labeling parts of speech.” ( Constance Weaver)
Grammar matters for not only HOW it transfers power but for its intrinsic beauty and revelatory qualities (M. Ehrenworth and V. Vinton, The Power of
Grammar: Unconventional Approaches to the Conventions of Language (Heinemann, 2005).
2015.12.04 Olga Medvedeva
STEPS in TEACHING LANGUAGE ITEMS
• Handouts / class activities
2015.12.04 Olga Medvedeva
What to teach
• FORM
• MEANING
• USE
Handouts / two diagrams
2015.12.04 Olga Medvedeva
ELTC: outline and highlights (1)
• Approaches to teaching grammar
• Form, Meaning & Use
• Time, tense, aspect
• Conditionally speaking
• Reporting
• Multi-part Verbs
• Pragmatics of Grammar
2015.12.04 Olga Medvedeva
ELTC: outline and highlights (2)
• Features of Spoken grammar
• Grammar, Genre & Register
• The Noun Phrase
• Grammar and Discourse
• Common grounds and Articles
• Being impersonal
• Grammar in Social context
2015.12.04 Olga Medvedeva
Teaching Grammar…in Context?
• Why do we need “context”?
2015.12.04 Olga Medvedeva
context
• L-ge as a formal system / sentence
• L-ge as communication / utterance
• Sentence meaning = meaning without context
(independent of any speaker or writer)
• Utterance meaning = meaning in context
(what speaker/writer intends to achieve)
2015.12.04 Olga Medvedeva
Speech act ( J. Austin, J. Searle)= function
• We ACT / DO through language: the actions are promises, threats, suggestions, offers, requests, commands
• Locutionary force: the literal propositional meaning
• Illocutionary force: the meaning intended by the speaker in the context, the pragmatic force of the utterance
2015.12.04 Olga Medvedeva
FORM & FUNCTION
• Handouts / activities
2015.12.04 Olga Medvedeva
Features of context
• Relation between participants
• Role each participant plays in the interaction
• Personality
• Mood/attitude
• Topic
• Settings ( time&place)
• Medium ( speech or writing)
• Genre ( phone conversation, letter etc)
2015.12.04 Olga Medvedeva
Practical tasks ( handouts)
• Functional worksheets
2015.12.04 Olga Medvedeva
Language learning involves:
• acquiring knowledge of form, meaning and use
and
• the skill to employ this knowledge fluently in effective communication
2015.12.04 Olga Medvedeva
Activity types focused on:
• FORM : drills, games, “find someone who…”
• MEANING: visuals, discrimination exercises, concept checking
• USE: texts which illustrate discourse considerations which motivate choice of form;
comparison of texts of different or levels of formality;
role plays providing opportunities for variations in context variables;
2015.12.04 Olga Medvedeva