Grammar Module 1: Grammar: what and why? (GM1) Resource 2

Definitions The study of how words and their component parts combine to form sentences (source: http://www.thefreedictionary.com/grammar) The system and structure of a language or of languages in general, usually taken as consisting of syntax and morphology (including inflections) and sometimes also phonology and semantics (source: http://oxforddictionaries.com/definitions/grammar)

Technical definitions of grammar Descriptive grammar (De Saussure, Bloomfield, early 20th century) The systematic study and description of a language as used by native speakers. Not related to meaning Generative grammar (Chomsky, mid-late 20th century) A set of statements or ‘rules’ which specify which statements in a language are possible and which impossible.

Transformational grammar A system of grammatical analysis, based on generative grammar, that recognises the existence of deep structure and surface structure, using a set of transformational rules to derive surface structure forms from deep structure. http://dictionary.reference.com (adapted)

Deep and surface structure The boy saw the man with the telescope

Language teachers... Prescriptive grammar A set of rules and examples dealing with the syntax and word structures of a language, usually intended as an aid to the learning of that language. Prescriptive grammar refers to the structure of a language as certain people think it should be used. http://grammar.about.com

The music of grammar Can learning grammar be likened to learning to play the piano? What are the similarities? What is the end goal of learning to play the piano? Is it about competence or performance? Is any of this relevant to MFL teaching?

‘Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone – not only teachers of English, but teachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.’ (David Crystal, in ‘Word and Deed’, TES Teacher, 30 April 2004)

Why does grammar matter?

Why does grammar matter? To clarify meaning, e.g. in verbs: Whether action is past, present or future (although not always dependent on verb) Who was responsible Who was the recipient of the action Whether it happened just once or repeatedly

Why does grammar matter? (continued) To avoid ambiguity (e.g. agreement) To aid clarity of expression To provide social status (education) To enhance stylistic effect styl

Is there any difference between L1 and L2 in terms of the importance of grammar? How much tolerance of error should there be in L2? Is communication all that matters? Competence or performance? Are the rules different in speaking and writing? How important is social meaning in L2? Is the aim to sound as close as possible to a native speaker?

Are some languages easier to learn than others? ‘He that understands grammar in one language understands it in another as far as the essential properties of Grammar are concerned’ (Roger Bacon)

Contrastive linguistics Looks at comparisons between languages to find dissimilarities (e.g. … ) Linguistic typology – genetic similarities, implicational universals etc. Useful to predict where learners might have difficulties Usually in areas where L1 and L2 are different

Word order (SVO, VSO or SOV) The cat ate the mouse (English) Ate the cat the mouse (Welsh) The cat the mouse ate (Turkish) Case Tense Mood Gender Politeness Affective factors (empathy, connotations, motivation etc)

Which of these factors are relevant to French / German / Spanish? Should this affect what we offer students? Can this understanding help our teaching?

KAL and LLS – KS2 framework Year 6 Children become more confident users of language, reflecting on their knowledge about language and using this to make meanings that matter to them. They develop greater independence in applying language learning strategies and in transferring language from one context to another.

Intercultural Understanding – KS2 framework Year 6 Children compare attitudes of different cultures. They discuss stereotypes and reflect on the importance of developing tolerance and understanding between people. They celebrate their understanding and knowledge with others.