GRAMMAR

Limitations of Grammatical Descriptions

The Interdependence of Grammar and Lexis It is difficult to isolate grammar and lexis into

completely separate categories, because grammar does not exist on its own. It is interdependent with lexis and , in some cases, grammatical regularity and acceptability are conditioned by words

Ex: The past morpheme – ed.

Limitations of Grammatical Descriptions

Lexicogrammar: The problem of Defining Boundaries

The prefabricated chunks →The boundary between lexis and grammar becomes even more blurred

These expressions are formulaic in nature, fixed or semi- fixed

These expressions act as a single lexical units used as wholes

Limitations of Grammatical Descriptions

As fixed units, they appear to be intermediary between lexical words and grammatical structures.

• These prefabricated expressions or formulaic sequences exhibit great variability

• Lexical phrases are described as “ multi- word lexical phenomena that exist somewhere between the poles of lexicon and syntax.

• As form/ function composites, lexical phrases differ from other formulaic language

Limitations of Grammatical Descriptions

They range from completely fixed to relatively fixed frame, to frames with slots allowing considerable variation.

Ex: Completely fixed : by the way,etc.

Relatively fixed: a________ago

( day/long time)

Frames with slots allowing considerable variation:

I am ( really) ( very) sorry to hear that X.

Limitations of Grammatical Descriptions

• They are learned first as unanalyzed chunks and, only after, analyzed as to particular grammatical patterns

How we view the components of syntax and lexicon and for how the components interact with each other and with discourse level concerns

A close look at the limitations of various grammatical models may help us to reexamine previous assumptions and to look new directions in resolving issues and problems in the description of grammar

2. Learning Grammar

During the middle of the previous century, grammar was learned through a process of verbal “ habit formation”.

Habits were established through stimulus- response conditioning, which led to the “ overlearning” of the grammatical patterns of a language.

2. Learning Grammar

Teachers conducted pattern practice drills of various types: repetition, transformation, question and answer, etc.

Language use was also tightly control to prevent students making errors that could lead to the formation of bad habits.

2. Learning Grammar

With a more communicative approach, grammar learning took place implicitly and most effectively when students’ attention was not on grammar at all.

Grammar was best learned subconsciously when students were engaged in understanding the meaning of the language to which they were introduced.

2. Learning Grammar

In SLA, learners use a lot of intermediate forms or the intermediate language or “interlanguage” before conforming to what is accurate in the target language

Ex: learners of English produce “eated” for “ ate”

=> Rule formation does not account for all of grammar learning and it has no role in SLA at all

2. Learning Grammar

Connectionism Repeated exposure to target language forms

contributes to the strengthening of connections in neural network models.

The models simulate rule- like grammatical behavior even though no rules or algorithms are used in constructing the model.

2. Learning Grammar

Connectionism

=> With the use of connectionism to simulate the way that neural networks in the brain function, new ways of conceptualizing grammar learning are coming to forefront.

2. Learning Grammar

Emergentism: Emergentists believe that rather than speakers’

performance being managed by a “ top- down” rule- governed system, learner’ interlanguage emerges from repeated encounters with structures and with opportunities to use them

Language learning is an iterative process, revisting the same or similar territory again and again

2. Learning Grammar

Emergentism:

=> Grammar learning is facilitated by the frequency of use of the forms in the language to which the learner is exposed.

2. Learning Grammar

What needs to be learned about grammar can be chareacterized by three dimensions: form, meaning and use