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Date Posted: 18:09:37 11/18/04 Thu
Author: Fernanda
Subject: Re: Task 5
In reply to: Verônica 's message, "Re: Task 5" on 18:10:50 11/14/04 Sun

>The place of grammar in a second/foreign language
>curriculum
>
>It is possible to classify grammar into two different
>ways: descriptive grammar and pedagogical grammar
>(Lewis, 1986: 7). A descriptive grammar is the one
>produced by linguists who classify and describe the
>language based on an enormous number of examples of
>it. This kind of grammar is as difficult as a
>technical book to use(,) because it contains long,
>complicated and accurate description(S) of a(OMIT)rule(S). A
>pedagogical grammar is the one used by foreign
>language students. It is smaller and easier to use and
>contains simplified language. Instead of describing
>how the language is used, it tells how thee language
>should be used, conciliating accuracy and
>accessibility. Despite pedagogical grammar being more
>accessible(,) it is not advisable to teach grammar to
>beginners in a second/foreign language course
>
>The place of pedagogical grammar instruction in a
>second/foreign language curriculum has been discussed
>in the latest years. In methods like grammar
>translation and audiolingualism, grammar was in the
>first place. However, with the recent communicative
>approach, pedagogical grammar changed from thee(THE) first
>place to the last place in a second/foreign language
>teaching.
>
>The first reason why we should not teach grammar to
>beginners is that learners do not need grammar
>instruction to acquire considerable grammatical
>competence. Students that have many opportunities to
>interact in the second language are able to acquire
>basic word order rules without assistance. For
>instance, according to Rod(OMIT) Ellis(,)“Students do not put
>the adjectives after the noun, even when this is thee(THE)
>ordering in their first language. They are also able
>to acquire the English auxiliary system and, over
>time, use this in a target-like manner in
>interrogatives and negatives.” (Ellis, 2002: 22)
>
>A second reason for not teaching grammar to beginners
>is that the early stage to second language acquisition
>(like the early stage of first language acquisition)
>is naturally agrammatical. Language learners begin by
>learning items (words or chunks). According to Ellis(,)
>“Students communicate by linking the structures into
>sequences that convey meaning contextually, as shown
>in the following examples (Ellis, 2002: 23):
>- me no (= I don’t have any crayons)
> - dinner time you out (= It’s dinner time so you have
>to go out)
> - me no school Monday (= I am not coming to school on
>Monday)
>Such utterances are usual in the spontaneous,
>communicative speech of beginners second/foreign
>language learners, both child and adult. It is only
>later that learners begin to grammaticalize their
>speech. According to Ellis (2002), they do this by
>extracting rules from the items they have learned. In
>this way, the early stages off language acquisitions
>are lexical rather than grammatical.
>
>
> Some people would say that learners could fossilize
>the language before they reach the level to learn
>grammar. Of course, some learners would do such thing
>only to some structures, but it is nothing that harm
>their whole language acquisition process. Up to a
>point, the acquisition of a grammar takes place
>naturally and inevitably. In this way, teachers should
>wait the time when learners have developed a
>sufficiently varied lexis to provide a basis to the
>process of rules extraction.
>
>Reference:
>Hinkel,E;Fotos,S.(Ed.)2002
>Lewis, Michael. An Exploration of Structure and
>Meaning. 1996

VERÔNICA, I MADE JUST LITLLE CORRECTIONS IN YOUR TEXT. THERE'S ALMOST ANYTHING TO CHANGE, YOUR TEXT IS VERY GOOD.
CONGRATULATIONS!
BYE, HAVE A NICE WEEKEND!

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Replies:

  • Re: Task 5 -- Maria tereza, 04:25:41 11/19/04 Fri
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