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  • 1) Teaching Grammar

    This lecture defines grammar. It examines different types of grammar descriptions, such as prescriptive and descriptive, while addressing the pedagogical debate over whether explicit instruction is necessary for language acquisition. Central to the material is the Three-Dimensional Framework, which requires teachers to address a structure’s form, meaning, and use to ensure students can communicate purposefully in various social contexts. Finally, it outlines practical strategies for effective instruction, including the importance of "noticing" language features in discourse and utilizing various activities like information gaps and text manipulation to move students toward creative language use.

    At the end of the lecture, students will be able to:

    1. Define grammar.
    2. Distinguish between descriptive grammar, which provides an account of actual everyday usage, and prescriptive grammar, which establishes rules for the "correct" use of language.
    3. Differentiate between pedagogical grammar, designed specifically for language teaching, and theoretical grammar, which develops categories for linguistic analysis.
    4. Evaluate the debate surrounding explicit grammar instruction by analyzing arguments such as the prevention of interlanguage fossilization versus the belief that classroom time is better spent on natural communicative use.
    5. Apply the Three-Dimensional Grammar Framework to analyze linguistic structures based on their form (morphosyntactic patterns), meaning (semantics), and use (pragmatics within a social context).
    6. Explain how grammar operates beyond the sentence level.
    7. Identify the characteristics of effective teaching contexts, ensuring they are interesting to students and rich enough to reveal meaning and use while remaining simple enough to show form.
    8. Contrast deductive and inductive approaches to teaching grammar.
    9. Identify and select appropriate grammar activities, ranging from beginner-level text manipulation (e.g., gap filling) to more advanced text creation and communicative tasks like information gaps, jigsaws, and problem-solving activities.


    • The Lecture
      The Lecture

    • Summary  of the Whole Lecture 


    • References

      Davidson, D. M. (1978). Current Approaches to the Teaching of Grammar in ESL (Vol. 5). Harcourt.

      Fries, C. C. (1952). The structure of English: an introduction to the construction of English sentences. New York: Harcourt, Brace & Company; London: Longmans.

      Halliday, M. A. K. (1975). Learning How to Mean--Explorations in the Development of Language.

      Harmer, J. (1987). Teaching and learning grammar. Longman.

      Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford University Press.

      Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied linguistics, 27(4), 590-619.

      Levinson, S.C. (1983). Pragmatics. Cambridge textbooks in linguistics. Cambridge: Cambridge University Press.

      Lightbown, P. M., & Spada, N. (1990). Focus-on-form and corrective feedback in communicative language teaching. Studies in second language acquisition,12(04), 429-448.

      Stubbs, M. (1996). Text and corpus analysis: Computer-assisted studies of language and culture. Oxford: Blackwell.