Focus on Grammar through Discourse
In this chapter we will consider the use of discourse to draw learners’ attention to L2 target forms. A discourse-based pedagogy differs from other approaches to language teaching in that it not only focuses on grammar forms, but it also considers the meaning and use of those forms within the larger...
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| Vydáno v: | Teaching Grammar in Second Language Classrooms s. 59 - 78 |
|---|---|
| Hlavní autoři: | , |
| Médium: | Kapitola |
| Jazyk: | angličtina |
| Vydáno: |
Routledge
2011
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| Témata: | |
| ISBN: | 9780415802055, 0415802040, 0415802059, 9780415802048 |
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| Abstract | In this chapter we will consider the use of discourse to draw learners’ attention to L2 target forms. A discourse-based pedagogy differs from other
approaches to language teaching in that it not only focuses on grammar
forms, but it also considers the meaning and use of those forms within the
larger discourse context. As discussed in Chapter 1, centuries of structural/
grammar-translation approaches to language teaching treated grammar as a
sentence-level phenomenon consisting of a determined order of forms, usually
studied through parsing, which established the rules for sentence construction. Whereas structural approaches to L2 teaching have traditionally
emphasized instruction on grammar alone, recent approaches to language
teaching have become more context-based. Thus, approaches to teaching
grammar that focus on the form-meaning relationships of language have
become popular (R. Ellis, 2006). Although still considering the importance of
attention to linguistic forms, a discourse-based approach to teaching grammar
considers its function to convey meaning. Thus, it deals with:not only the possible realizations in grammar of particular speech act
functions such as requesting and suggesting (and their mitigation for
reasons of politeness and tact), but the way in which grammatical categories such as tense, aspect and modality pattern across texts, the role of
grammar in creating textual cohesion (reference, substitution, conjunction, etc.) and information structure (through devices of thematization
such as adverbial placement, the use of the passive and clefting). |
|---|---|
| AbstractList | In this chapter we will consider the use of discourse to draw learners’ attention to L2 target forms. A discourse-based pedagogy differs from other
approaches to language teaching in that it not only focuses on grammar
forms, but it also considers the meaning and use of those forms within the
larger discourse context. As discussed in Chapter 1, centuries of structural/
grammar-translation approaches to language teaching treated grammar as a
sentence-level phenomenon consisting of a determined order of forms, usually
studied through parsing, which established the rules for sentence construction. Whereas structural approaches to L2 teaching have traditionally
emphasized instruction on grammar alone, recent approaches to language
teaching have become more context-based. Thus, approaches to teaching
grammar that focus on the form-meaning relationships of language have
become popular (R. Ellis, 2006). Although still considering the importance of
attention to linguistic forms, a discourse-based approach to teaching grammar
considers its function to convey meaning. Thus, it deals with:not only the possible realizations in grammar of particular speech act
functions such as requesting and suggesting (and their mitigation for
reasons of politeness and tact), but the way in which grammatical categories such as tense, aspect and modality pattern across texts, the role of
grammar in creating textual cohesion (reference, substitution, conjunction, etc.) and information structure (through devices of thematization
such as adverbial placement, the use of the passive and clefting). |
| Author | Nassaji, Hossein Fotos, Sandra S. |
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| Keywords | Written Language Language Teaching Target Forms Second Language L2 Learner Grammar Translation Approaches Grammar Teaching Tv Dialogue Roundabout Written Discourse DDL Concordancing Software Grammar Rules L2 Grammar Corpus Analysis Grammar Forms Kensington Road Target Structure Grammar Structures Comprehensible Level Speech Act Functions EFL Textbook Key Word L2 Grammar Instruction |
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| PublicationSubtitle | Integrating Form-Focused Instruction in Communicative Context |
| PublicationTitle | Teaching Grammar in Second Language Classrooms |
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| Snippet | In this chapter we will consider the use of discourse to draw learners’ attention to L2 target forms. A discourse-based pedagogy differs from other
approaches... |
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| Title | Focus on Grammar through Discourse |
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