U7 Teaching Grammar (P103-115)

这是一篇关于U7 Teaching Grammar (P103-115)的思维导图，主要内容包括：Grammar production，Grammar practice，New approaches to grammar teaching (P107~108)，3 positive roles of grammar learning，Teaching Grammar 。

U7 Teaching Grammar (P103-115)

• Importance of grammar
  • ⭐ for communication (Brown, 1994; Larsen-Freeman,1991)
  • inadequate grammar → lower level of accuracy than formal instruction (形式教学法) (Hinkel and Fotos, 2002)
• 3 positive roles of grammar learning
  • ⬆proficiency and accuracy & facilitate the internalization of the syntactic system (句法系统的内化)
  • Designing tasks should be based on what has been taught through explicit grammar teaching (显性语法教学) (任务设计的基础)
  • Instructed learners are found to outperform uninstructed learners in their rate of learning and level of achievement (效率和成绩较高)
• What is grammar?
  • lexicology
  • morphology
    • derivational morph. eg: pure-impure/purify
    • inflectional morph. eg: bark-barks/ barked
    • part of lexicology, part of syntax
  • syntax
  • To what extent grammar should be taught depends on certain variables in the L learning or teaching context, eg: less important for children than for adults; less important in listening and reading than in writing.
• Teaching Grammar PPP Model
  • presentation
    • T introduces new grammatical structures in particular communicative situations, focusing on its form, meaning and function
      • deductive method 演绎法 the general→the specific
        • the rule of the structure by citing an example, then give several more examples & ask stu. to apply the rules themselves in some exercises.
          • ①⭐use stu. NL & grammatical terms (母语+术语) ②Comparisons are usually made between NL & TL （interlingual comparison 语际对比） or between the newly presented structure & the previously learned structure（intralingual comparison 语内对比)
      • inductive method归纳法 the specific → the general
        • T does not explain the rule at the beginning, but presents various language forms & stu. are left to discover or induce the rules or generalizations on their own
        • Key points
          • provide learners with authentic language data (语料要真实)
          • given enough appropriate examples (例子要充分)
          • induce stu. to realize grammar rules without necessary explicit explanation(解释非必要)
      • guided discovery method引导发现法
        • Similar to the inductive method in that the students are induced to discover rules by themselves Different in that the process of the discovery is carefully guided and assisted by T and the rules are then elicited (引出) and taught explicitly
        • Key points
          • the role of explicit knowledge in language learning (显性知识的角色)
            • Implicit knowledge (隐性知识): knowledge that unconsciously exists in our mind which we can use automatically without making any effort，e.g. knowledge about our first language and its use (母语知识及其使用)
            • Explicit knowledge (显性知识): our conscious knowledge about the language which we can talk about，analyze and apply in conscious ways, e.g. L2 learning, L1 or L2 research (外语学习或母语、外语研究)
          • the value of discovery as a general method of learning (自己发现的价值)
• New approaches to grammar teaching (P107~108)
  • collocational 搭配式
  • constructive 构式式
  • contextual 语境式
  • contrastive 对比式
• Grammar practice
  • stu. work through activities from controlled to free → practice the new language structure in different situations
    • accuracy→ fluency
  • factors
    • pre-learning (清晰讲解)
    • volume and repetition (量的保证)
    • success-orientation (成功体验)
    • heterogeneity (难易有别)
    • teacher assistance (及时帮助)
    • interest (注重兴趣) ① 语境结合，实用兴趣才高 ② 讲解生动，避免术语堆砌
  • 2 categories
    • mechanical practice (机械性练习) aimed at form accuracy
      • substitution drills (词汇替换)
      • transformation drills (句型转换)
    • meaningful practice (意义性练习) focus on production, comprehension or exchange of meaning comes after mechanical practice
      • production, comprehension or exchange of meaning
    • prompts (P112-114))
• Grammar production
  • use the new language freely and incorporate it into their existing language structures (what they have learned so far) emphasis at this stage is on use & fluency