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Date Posted: 15:45:53 09/28/04 Tue
Author: Verônica
Subject: Re: Task 2
In reply to: Verônica 's message, "Re: Task 2" on 19:43:49 09/20/04 Mon

Some perspectives of teaching grammar in a second/foreign language curriculum

It is common to see a second language teacher restrict the language through artificial rules in order to make the grammatical understanding easier to the students. However, this is “dangerous” in a way that the rule created can prejudice the student later on. In this way, “Teachers must distinguish between helpful advice and absolute statement”.

According to Michael Lewis, analyzing the pedagogic grammar it is possible to note that it contains three kinds of information that must be considered while teaching grammatical structures.

The “Facts” is a non-generative information. It means that if you know one rule it will not help you to understand the others. “The information given is generally accepted by all native speakers of English”.

The “Patterns” is a generative information. It means that once the students got the pattern of some subject, it will help them to understand the whole topic.

The “Primary Semantic Distinctions” is the kind of information that is related to meaning. In this case, the emphasis will be on understanding rather than memorising the subject.

Considering these different kinds of information that can be conveyed by the pedagogic grammar it is important to emphasize that “Advice and classroom hints are one thing, grammar rules are another.”.

Reference: Lewis, M. The English verb: an exploration of structure and meaning. Hove: LTP.1986.

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