structural
TRANSCRIPT
Topics to be covered:
1. Definition2. Key feature3. Selection and sequence4. Examples5. Positive and negative characteristics6. Applications
Definition • It is The most familiar type of syllabus.• It has a long history.• Synthetic, and associated with cognitive theory• Theory of lg: grammatical or structural aspect
of lg is the basis.• Theory of learning: functional ability arises
from structural ability.• Teaching in terms of form or grammar• Gr: traditional or Latin based
(descriptive/prescriptive terminology)• examples: v, pr, adj, sing, pl, present, past…
Domain of analysis: sentence
Classification in terms of semantics
1. Statement2. Declarative3. Question
(interrogative)4. Exclamation5. Conditional
Classification in terms of grammar
1.Simple2.Compound3.complex
morphology• Singular/plural markings• Tense markings• Special markings(determiners,
articles, preps, postpositions)• Gender markers• Prefixes and suffixes
A key feature: Synthetic1. Analysis of lg:Word freq counts, gr analysis, DA2. Results of analysisIsolated elements to make up the
content such as rules, patterns, and elements
3. Learners synthesize the taught materials
How do learners synthesize?1. Learners use the analyzed info available
to them in communication to produce a discourse or check the accuracy of production
2. Analyzed info is transformed from conscious knowledge into unconscious behavior (lg use)
3 goals of structural teaching:1) Description/explanations of the rulesLearners are expected to describe the rules
that why an utterance is T/FIn this case explicitly stated rules are needed to
be included in instruction.2) Judgment the acceptability and correction
if neededthe knowledge that is available to NS3) Use the structures accurately
Cognitive methods of lg teaching• Cognitive theory: lg is best learnt through
conscious knowledge of forms, rules of combinations
• Examples: ALM, GTM, innovative methods such as SW
• ALM: use behaviorist learning model to implicitly instill structural knowledge
• GTM: present explicit forms and patterns to be used in translation
• Recent methods: identification of the forms, application and practice
1) Selection of the content:• It is not a big problem. The Grammatical
structures are well-known• The only problem: the degree of
detailsa) In basic or general way with little
and few exceptionsb) Presented with all intricacies
2) Sequencing the contentthere are several criteria to determine the order
• Kelly (1969) historically identified:Complexity (facility)Regularity (grammatical analysis)Productivity(usefulness of the
structure)Problem: facility, there is no objective measure
to determine it and it is just based on T or material writers intuition or experience
2) Sequencing the contentthere are several criteria to determine the order• Canale and Swain (1980) identified:Communicative facilityCommunicative generalizability Degree of facilitation of acquisitionPerceptual accessibility Dialectical marked-ness
2) Sequencing the contentthere are several criteria to determine the order
• OthersDegree of difference btw the structures in
L1 and L2Learners’ communicative needs for the
structureProblem: sequencing problem is unsolved no single criterionLack of empirical evidence
2) Sequencing the content
In practice sequencing decisions are based on:
1) Simplicity2) Frequency3) Learners’ needs
Example: 900 (1987)
Example: understanding and using English grammar (1981)
Eight Positive characteristics:1) Gr competence is the most general component
of CC2) Simple familiarity: the basic outlines are well-
known, finite, and learners are sure what to expect in a given course
3) Easy to describe, agreement on their meaning (n, v, pl, gerund), better defined
4) The most measurable component of CC(finite, clear definition, easy to construct items, easy
to use, availability of any type of evaluation, much of instruction in ranking contexts
Positive characteristics:5) (based on Higgs and Clifford’s suggestion-
1982)it prevents later fossilization of learning. the only difference btw successful and unsuccessful learners is early reception of instruction to help them progress beyond a high intermediate stage
6) (based on Monitor theory): structural knowledge plays a limited but well-defined role to monitor, check or self correct if time and learner’s attention allows it. it is helpful for easy rules not complex ones
Positive characteristics:7) It provides a basis for corrective FB of
learner’s production and they can be referred to previous instruction, or explanations. The value of overt FB is doubtful.
8) It is value-culture free and can be taught independently if the political, social, religious, and cultural values of English are not desirable in a specific context.
Three Negative characteristics 1) Usability, applicability and
transferability of the knowledge however it is learnable (How easily fm knowledge transfers to functional ability?)
It manifest itself in certain types of tests.It has some indirect benefits as it
provides usable lg input and learners develop their own version, but it has few direct benefits.
Negative characteristics 2) It can mislead the learners into thinking that
the structure learning is lg learning whereas they are learning info about a lg.
Learners demand learning the structure so as to feel secure regarding the familiarity and clarity of it.
3) Sequencing problems that limit and control the learners not to use structures that haven't been taught. So the errors must be tolerated or ignored. This will lead to the use of controlled communicative activities.
Applications • Limited applications: low transferability, limited
role in monitoring1) In teaching context removed from
native speaking communities 2) For political, cultural, religious
reasons, just structural knowledge is wanted.
3) It can serve an organizing framework for other types of instructional content
