1a grammar intro

7/27/2019 1a Grammar Intro

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Introduction to the

Grammar Awareness course

Agneta M-L Svalberg


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What I expectA range of prior knowledge and interest

from none to considerable

A need to develop your grammar

awareness for professional purposes

A willingness to engage critically with

the course

Learning with you through discussion


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What you can expect

Each session has:

A topic

Pre-session activities on BB

A work sheet

In session activities

Format:50 min lecture

50 min workshop


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Readings

Set text:

Greenbaum & Nelson (see handout)

Further independent study:

PPTs and HOs on BB for revision

Short-loan collection

Pre-session activities & keys on BB

Extra material on BB


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Assessment

Same format and weighting as forPhonology:

Grammar Test (1.5 hrs)37.5%

Grammar* Presentation (10 min) 25%

(either Grammar or Phonology)

In the written test you will be asked to

identify, classify, and (to a lesser extent)


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How can I benef it from taking a grammar cou rse?

Explicit grammar knowledge can help the teacher with a number

of tasks:

to assess the difficulty and clarity of grammar explanations and

activities in course and exercise books

to accurately assess the difficulty of texts and examples youmight want to use in class

to spot and analyze your learners grammar errors

to provide useful feedback on grammar errors, or remedialactivities

to put together examples and activities for grammar learning

which are clear and helpful

to explain grammar use more clearly to students if they ask


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Dif ferent v iews of g rammar

M. A. K. Halliday Rodney Huddleston Noam ChomskyRandolph Quirk Andrew Radford

Systemic-Functional Structuralist/ Mainstream TG/ GB/ UG

Language as Language as structure Language as

a resource; cognitive

speakers choice ability


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Word Grammar

Richard Hudson

http://www.phon.ucl.ac.uk/home/dick/wg.htm

Grammar as restrictions on how words

can be used

Pedagogical app roach

Michael Lewiss Lexical Approach. (e.g.Lewis 1997)
http://www.phon.ucl.ac.uk/home/dick/wg.htmhttp://www.phon.ucl.ac.uk/home/dick/wg.htmhttp://www.phon.ucl.ac.uk/home/dick/wg.htm


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Purposes

Descriptive grammars

- to describe what users of the language do

Pedagogic grammars

- to assist language learners/teachers

Theoretical grammars - to model and to investigate for example

language acquisition or human language ingeneral

Pedagogic grammars in particular are oftenprescriptive, i.e. they tell the reader what is'good' grammar.


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Grammar Rules

describe patterns in language use.

take different forms depending on the

type of grammar.

A formal rule:

PP > P + NP

NP > (Det) + (Adj) + N


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A netwo rk of cho ices

Number on nouns

Possessive -Plural -s

Not Possessive -0

Count

Possessive sNoun Singular -0

Not Possessive -0

Mass -0


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A pedagog ic grammar rule

Most countable nouns have a plural

form that ends ins. (Parrott

2000:10)

We add s to nouns or noun phrases

() to show that what follows belongs

to them, e.g. the teachers car.

(Parrott 2000:13)


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A Rule of Thumb

"There is a tendency for abstract

nouns to be non-count." (Greenbaum,

S. 1991:72)

Nearly all grammar rules should be

treated as rules of thumb!


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Outline

1. The Sentence; its parts and their functions

2. Noun Phrases & Prepositional Phrases

3. Adjective Phrases, Adverb Phrases and

Adverbials

4. Verb Groups, Verb Phrases, Multi-Verbs

5. Tense & Aspect

6. Modality; Conditionals

7. Complex Sentence Structures; Information Focusand Weight. Evaluation

1a grammar intro

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