FOCUS ON LANGUAGE.pptx

8/9/2019 FOCUS ON LANGUAGE.pptx

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FOCUSON LANGUAGEby

Bernadette M. Viray


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The essence of language lies in

grammar


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Declining standard of English = actual

decline in the ability of individuals to express

themselves grammatically


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Notions of grammar and grammaticality

have changed over the years

Cobbett in 181 prescribed ho!grammar has had to do !ith correctness

and the role of the teacher !as to impart

the rules that !ould result in correctusage

Defning Grammar


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"ichards# $latt and %eber &18'(defined )rammar as a *description of thestructure of language and the !ay in

!hich linguistic units such as !ords and

phrases are combined to produce

sentences in the language+


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,ollo!ing entries from a recent

dictionary of linguistic terminology-

. an analysis of the structure of a

language# either as encountered in a

corpus of speech or !riting &a

performance grammar( or as predictive

of a spea/er0s /no!ledge &a

competence grammar(


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.an analysis of the structural of the

properties !hich define humanlanguage &a universal language(

. a level of structural organiation

!hich can be studied

independently of phonology and

semantics


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Grammaticality is the *conformity of a

sentence or part of a sentence to the

rules defined by a particular grammarof the language2+ &Crystal# 13(


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Grammar

na description of the structure of a

language and the !ay in !hich

language units such as !ords andphrases are combined to produce

sentences in the language

&"ichards# $latt and %eber# 18'(


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a2 There0s about five minutes left2

b2 There are about five minutes left2

Which one do you use?

Which one is correct?

Grammar: A Problematic Concept


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arsen.,reeman &1'( integrated three

aspects of linguistics that have

traditionally been /ept separate- syntax#

semantics# and pragmatics

9alliday &1'( developed a systematic.

functional linguistics model

Three Dimensions of Grammar: Form ,

Meanin and Use


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)rammar is the study of ho! syntax&form(# semantics &meaning(# and

pragmatics &use( !or/ together to

enable individuals to communicatethrough language


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Vocabulary


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:ocabulary is interrelated !ith grammar2

12 4t is possible to divide the lexical system of most

languages into *grammatical !ords+ such as

prepositions# articles# adverbs# and so on2

32 The *grammaticality+ of vocabulary manifest

itself in !ord morphology- the grammatical

particles that !e attach to the beginning and ends

of !ords in order to form ne! !ords


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$roponents of audiolingualism argued

that foreign language learning !ould be

most effective if learners concentratedtheir efforts on mastering the basic

sentence patterns of the language2 6nce

these patterns have been memoried#ne! vocabulary could be *slotted in2+

The Stat!s of "ocab!lary #ithin

the C!rric!l!m


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$roponents of comprehension.based

approaches to language ac;uisition argue

that the early development of an extensive

vocabulary can enable learners to*outperform their competence2+


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Pronunciation


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The critical period hypothesis claims that

there is such a biological timetable

&?ro!n# 18@( ;uire2 The critical period

hypothesis claims that there is such a

biological timetable &?ro!n# 18@(

The Critical Period


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Aegmental $honology has to do !ith the individualsounds of the language2

.tas/s are designed to help learners discriminateand produce !ords that differ only in a single

contrasting sounds

Ex- There !as something !rong !ith therice rise

Semental and S!prasemental

Phonoloy


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Auprasegmental phonology has to do !ith

stress# rhythm# and intonation patterns in the

language2

. tas/s sho! learners ho! different stress#

rhythm# and intonation patterns signal

differences of function in communication

Ex- %here did you say Bim !or/ed

9o! did you get the 5ob


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*teaching isolated forms of sounds and !ords failsto address the fact that# in communication# many

aspects of pronunciation are determined by the

positioning of elements !ithin long stretches of

speech+ &$ennington and "ichards# 18(

$ronunciation and listening are in a

complimentary relationship2

Pron!nciation and $istenin


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Metaphors for $an!ae

De%elopment


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The organic metaphor describes second

language acquisition as more like a growinggarden than building a wall.

earners do not learn one thing perfectlyone item at a time but learn numerous

things simultaneously &and imperfectly(2


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)rammar and context are so closely related

that appropriate grammatical choices can

only be made !ith reference to the context

and purpose of communication2

Celce.urcia and 6lshtain point out that

there is only a handful of grammatical rules

that are free from discourse contraints


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4f learners are not taught grammar in context# from

a functional perspective# it !ill be difficult for them

to see ho! and !hy alternative forms exist toexpress different communicative meanings2


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Through organic methodology# learners

learn both ho! to form structures correctly

and ho! to use these structures to

communicate meaning2


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earners *gro! their o!n grammars+2

earners0 ability to conceptualie and

articulate rule and usage differences varies

!idely2


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Language as Discourse


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Creating Cohesion


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12 "eference G subse;uent items can only beinterpreted !ith reference to the initial phrase of

sentence one

a2 $ersonal "eference are realied by pronouns

and determiners and they serve to identify

individuals and ob5ects that are named at some

point in the text

Ex- 4 5ust met your brother2 He0s a nice guy2

Types of Cohesion &9alliday# 18'(


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b2 Demonstrative "eference is realiedby determiners and adverbs

Ex- Hou failed the test2 Thisis

bad ne!s2


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c2 Comparative "eference is realiedthrough ad5ectives and adverbs and

serves to compare items !ithin a

text in terms of identity or similarity

Ex- 4 as/ed for this bag# but 4 got the

other bag2


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There are t!o !ays in !hich reference items

can function !ithin a text-

a2


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)& S!bstit!tion

a& *ominal S!bstit!tion

Ex- 40ll get you some more bread

rolls2 These onesare stale2


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b& "erbal S!bstit!tion

Ex-


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c2 Clausal Aubstitution

Ex-


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Ellipsis occurs !hen some essential

structural element is omitted from a

sentence or clause and can only berecovered by referring to an element in the

preceding text


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a& *ominal +llipsis

Ex- y /ids play an a!ful lot of sport2?oth &J( are incredibly energetic2


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b& "erbal +llipsis

Ex-


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c& Cla!sal +llipsis

Ex-


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>2 Con5unction is a cohesive device because

it signals relationships that can only befully understood through reference to other

parts of the text2


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Types of Con5unction-

a2


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b2


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c2 Temporal relationship exists !hen the

events in a text are related in terms of thetiming of their occurrence

Ex- *?ric/ tea is a blend that has been

compressed into a ca/e2 4t is ta/en mainly

by the minority groups in China2 ,irst# it is

ground to a dust2 Then it is usually coo/ed

in mil/2+


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d2 Causal Gthe relationship is one of cause

and conse;uence

Ex- Chinese tea is becoming increasingly

popular in restaurants# and even in coffeeshops2 This is because of the gro!ing

belief that it has several health giving

properties2


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72 exical Cohesion occurs !hen t!o !ords

in a text are semantically related in terms ofmeaning


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Kinds of lexical cohesion-

a2 "eiteration. !ords or phrases that refers

bac/ to the previously mentioned entity2

."epetition

.Aynonym

.Auperordinate

.)eneral %ord


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b2 Collocation . familiar grouping of !ords

that usually go together and conveymeanings by association


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"hetorical $atterns in Text

9oey &18>( argues that the ordering of

information in discourse can be accounted

for in rhetorical relationships-

a2 Cause and conse;uence

b2 $roblem.solution

c2 4nstrument.achievement


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4 opened fire2

4 !as on sentry duty2

4 eat off the attac/24 sa! the enemy approaching2

was on sentry duty.

cause((( I saw the enemy approaching&(((conse;uence((( I opened fire&

4nstrument.((4 opened fire2...achievement

...4 beat off the attac/2


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Aubordination

%hile 4 !as on sentry duty# 4 opened firebecause 4 sae the enemy approaching2 4

thereby beat off the attac/2

Con5unction

4 opened fire because 4 sa! the enemyapproaching !hen 4 !as on sentry duty2 ?y

this means 4 beat off the attac/2


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Achema Theory

.suggests that the /no!ledge !e carryaround our heads is organied into

interrelated patterns


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%iddo!son &187( provides a

reinterpretation of schema theory from the

perspective of discourse comprehension

Dimensions or levels to any given discourse-

12 systemic level includes the reader orlistener0s linguistic /no!ledge

32 schematic level relates to bac/ground

content /no!ledge


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ac-ro!nd .no#lede

. help us interpret discourse on afunctional level2 & !hat the spea/erL!riter

is trying to achieve through language(

Ex-


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Pedagogical Imlications

% f ti ti i l i


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%ays of activating organic learning

12 teaching language as a set of choices)rammar !ill be determined by the

meanings learners !ish to ma/e

*%hich form should 4 use+ !ill be

*4t depends on the message you !ish to

convey2+


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32 Encouraging learners to become active

explorers of language

earners are given access to data and areprovided !ith structured opportunities to

!or/ out rules# principles# and applications

for themselves

3 Encouraging learners to explore relationships


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32 Encouraging learners to explore relationshipsbet!een form# meaning# and use

Tas/s exploiting this principle sho! that form#

meaning# and use are interlin/ed and that

grammatical choices !ill be determined by

considerations of context and purpose

. assists learners in developing grammatical

competence in the creation of coherent

discourse


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!han" you#

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FOCUS ON LANGUAGE.pptx