语法教学-研究、理论与实践

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1、Teachinggrammar:research,theoryandpracticePennyUrETAIminiconferenceRehovot,February20101Somequestions:grammarwithinacommunicativemethodologyIslearnermasteryofcorrectgrammaramajoraimin(communicative)languageteaching?Ifitis,thenhowshoulditbetaught?2Whatdoyouthin

2、k?Wouldyouagreeordisagreewiththefollowingstatement?It’snotimportantforstudentstousecorrectgrammarwhentheyaretalking,aslongastheyaregettingtheirmessageacross.It’snotimportantforstudentstousecorrectgrammarwhentheyarewriting,aslongastheyaregettingtheirmessageacro

3、ss.3Accuracyisimportantbecause……Fromthepointofviewofthehearer/reader,inaccuracy,evenifitdoesn’taffectmeaning,isdistracting,‘jarring’‘discourteous’maylowerrespectforthespeaker/writer4Andbecause……fromthepointofviewofthespeaker/writer,inaccuracymaylowerself-confi

4、dencelowerself-respectasalanguageuser5Andbecause……fromthepointofviewoftheteacher,professionalismmeansteachingthelanguageasbestwecan.6Researchandtheoryimplicitandexplicitteaching‘noticing’theteachabilityhypothesis‘exemplar-based’learning7Implicitandexplicitteac

5、hingThegoalisimplicitknowledgeofcorrectgrammar(i.e.gettingitrightwithoutthinkingaboutit)BUTDoesthisimply‘implicit’teaching(noexplanations)?8ImplicitteachingKrashen(1981):‘inputhypothesis’YoulearnbygettinglotsofcomprehensibleinputTheNaturalApproachTheInteractio

6、nHypothesis(Long,1985)YoulearnbyinteractingTask-basedlearning9ExplicitteachingBUT:ExplicitgrammarteachingappearstobehelpfulSpada(1997)NorrisandOrtega(2001)But:onlyexplicitteachingdoesn’tproducepeoplewhocancommunicate…10Therelationshipbetweenexplicitandimplicit

7、knowledgeThenon-interfacepositionTheweakinterfacepositionThestronginterfaceposition11Sowheredoesthatleaveus?12‘Noticing’Schmidt:ThereisnosuchthingasunconsciousacquisitionofasecondlanguageNoticingisnecessaryforlearningIntakeisthatpartoftheinputwhichhasbeennotic

8、edIncidentallearningispossible,providedthatnoticingtakesplace13TheteachabilityhypothesisThereisanaturaldevelopmentalsequenceofacquisitionofmorpho-syntacticalstructures,imperviousto