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22 Cards in this Set
- Front
- Back
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Syntax
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The system of rules that cover the word-order in a sentence.
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Morphology
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The system of rules that cover the formation of words.
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Lexical level
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A sentence without (much) grammar, which conveys a clear meaning anyway. (e.g. when the ticket inspector enters a train carriage and says "Tickets!", it's very clear what he means, without adding any grammar to his speech.)
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Representational meaning
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To represent the world as we experience it.
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Interpersonal meaning
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To influence how things happen in the world, especially in our relations with other people.
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What does the representational meaning of a language use to convey the things that happen in the world?
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- verbs
- objects - subjects - adverbials - tense |
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How does the interpersonal meaning of a language reflect the way we use grammar to ease the task of getting things done?
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By using modal verbs/modality. (e.g. There's a difference between "Tickets!" and "May I see your tickets?" or "Tickets, please.". Makes it sound much less bitchy. Ticket inspectors need to read this book.)
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Function
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To try and find out what a speaker's/writer's intention is of what he's saying/writing.
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What are a few features of speech grammar?
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- omitting words
- using question tags - sentences with more than one subject |
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What are a few features of written grammar?
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- more complex sentences
- passive structures - subordinate clauses |
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Since the mid-seventies, the focus of teaching grammar has started to shift to speech grammar, as well. However, there's a problem. What is it?
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In spoken English, there's a lot of strong regional and idiomatic features. That makes it hard for second language learners to study speech grammar.
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Syllabus
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Pre-planned, itemised, account of what's gonna be covered and in what order.
(It also sounds like an STD.) |
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(Syllabus) What do selection and grading determine?
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Selection: what's going to be taught.
Grading: in what order is it going to be taught. |
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(Syllabus) What do usefulness and frequency have to do with selection?
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The usefulness determines whether an item is useful to be taught. It depends heavily on the learner's specific needs.
Frequency determines how often a learner will actually use this bit of grammar. |
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(Syllabus) What do complexity, learnability and teachability have to do with grading?
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The complexity often determines whether an object isn't too difficult to be taught. However, people are slowly starting to lean towards letting it depend on learnability; can something be learnt at a certain point of the process? (Natural order)
Then there's teachability, which determines if something's easy to teach or not. If something is easy to teach, it will likely be included in the syllabus, even if the frequency is low. |
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What happened in the mid-seventies that had an effect on the use of syllabuses? Which effect?
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In the mid-seventies, the communicative approach of teaching became more popular. This caused a lot of syllabuses to become less form-based, and more functional-based. They focused more on tasks, topics, and genres, making them more useful.
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Core grammar
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A hypothesis of which grammar is useful to all learners.
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Prescriptive rule
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'A principle or order which guides behaviour, says how things are to be done, etc.'
Prescriptions as to what should be said or written. |
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Descriptive rule
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'The usual way that something happens.'
Generalizes what speakers of a language do, rather than what they should do. |
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Pedagogical rule
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Rules that make sense to the learners while at the same time providing them with the means and confidence to generate a language with a reasonable chance of success.
(e.g. As a general rule, use 'some' in affirmative sentences, use 'any' in questions and negative statements.) |
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Rules of form
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Easy to formulate, fairly straightforward, easy to explain exceptions.
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Rules of use
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Heavily depend on contextual factors, seldom black-and-white.
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