语法教学——研究-理论与实践.pptVIP

Teaching grammar: research, theory and practice Penny Ur ETAI miniconference Rehovot, February 2010 Some questions: grammar within a communicative methodology Is learner mastery of correct grammar a major aim in (communicative) language teaching? If it is, then how should it be taught? What do you think? Would you agree or disagree with the following statement? It’s not important for students to use correct grammar when they are talking, as long as they are getting their message across. It’s not important for students to use correct grammar when they are writing, as long as they are getting their message across. Accuracy is important because… …From the point of view of the hearer/reader, inaccuracy, even if it doesn’t affect meaning, is distracting, ‘jarring’ ‘discourteous’ may lower respect for the speaker/writer And because… … from the point of view of the speaker/writer, inaccuracy may lower self-confidence lower self-respect as a language user And because… …from the point of view of the teacher, professionalism means teaching the language as best we can. Research and theory implicit and explicit teaching ‘noticing’ the teachability hypothesis ‘exemplar-based’ learning Implicit and explicit teaching The goal is implicit knowledge of correct grammar (i.e. getting it right without thinking about it) BUT Does this imply ‘implicit’ teaching (no explanations)? Implicit teaching Krashen (1981): ‘input hypothesis’ You learn by getting lots of comprehensible input The Natural Approach The Interaction Hypothesis (Long, 1985) You learn by interacting Task-based learning Explicit teaching BUT: Explicit grammar teaching appears to be helpful Spada (1997) Norris and Ortega (2001) But: only explicit teaching doesn’t produce people who can communicate… The relationship between explicit and implicit knowledge The non-interface position The weak interface position The strong interface position So where does that leave us? ‘Noticing’ Schmidt: There is no such thing as uncons