Doing English grammar: theory, description and practice
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, United Kingdom
Cambridge University Press
2021
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| Schriftenreihe: | The Cambridge applied linguistics series
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| Schlagworte: | |
| Online-Zugang: | Klappentext Inhaltsverzeichnis |
| Beschreibung: | xiv, 238 Seiten |
| ISBN: | 9781108412810 9781108419994 |
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| adam_text | Grammar is integral to teaching English as a second language, and yet there is often a disconnect between theory and practice This book bridges that gap by introducing key theories of English grammar and showing how they can be applied in teaching. By drawing on an eclectic range of sources, and using a multidisciplinary approach, Berry links advances in our knowledge of grammar, from theoretical and descriptive viewpoints, with developments in pedagogical practices, to provide a comprehensive overview of the whole process of grammar. The second part of the book contains four case studies of key areas of English grammar in which the insights of the earlier chapters are applied, illustrating how grammar theory is used in practice. Offering new insights into the way English grammar works, this book is invaluable for all professionals who do English grammar՝ teachers, grammarians, textbook writers and syllabus designers, testers and researchers.
Contents List of Figures List of Tables Editors’ Preface 1.1 1.2 1.3 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 xi xii xiii Introduction Who Is This Book For? Why Another Book on Grammar? Aims References 1 1 1 2 2 The Place of Grammar Introduction Attitudes to Grammar Grammar in Methods and Approaches Second Language Acquisition (SLA) Studies and the Role of Formal Instruction Problems with SLA Research into Formal Instruction Teacher Language Awareness Conclusion Note References 3 3 3 6 2 What Is Grammar? 2.1 Introduction 2.2 The Scope of Grammar 2.3 Defining Grammar 2.4 Grammar and Meaning: Convention and Creativity 2.5 How Languages ‘Do’ Grammar 2.5.1 Strategy 1: Vary the Word Order 2.5.2 Strategy 2: Change the Shape of Words 2.5.3 Strategy 3: Add Little ‘Function’ Words 2.5.4 Strategy 4: Use Suprasegmental Features 2.5.5 Combining Strategies 2.6 Three Distinctions 10 11 13 14 15 15 17 17 17 18 20 23 23 24 24 24 25 26
2.6.1 2.6.2 2.6.3 2.7 2.8 2.8.1 2.9 2.9.1 2.9.2 2.9.3 2.10 Distinction 1 : Primary vs Secondary Grammar Distinction 2: Descriptive vs Prescriptive Grammar Distinction 3: Scientific vs Pedagogic Grammar Pedagogic Grammar as Process Theoretical Approaches to Grammar Modern Traditional Grammar Descriptive Inputs to Pedagogical Grammar as Process Historical Accounts Contrastive Accounts Other Descriptive Areas Conclusion Activity Comment Notes References 26 27 30 31 33 34 36 37 38 39 40 41 41 41 42 3 3.1 3.2 3.2.1 3.3 3.3.1 3.4 The Need for New Descriptions Introduction Reason 1: The Language Changes Reasons for Change Reason 2: Our Current Accounts Are Wrong Reasons for Misconceptions Reason 3: New Grammatical Phenomena Are ‘Discovered’ Reason 4: The Scope of Grammar - and Therefore the Phenomena Which Need Describing - Is Extended Reason 5: There Are Alternative Ways of Looking at Old Problems Two Major Problems Metalinguistic Relativity Poor Transmission Conclusion Activity: Conditional Sentences Comment Notes References 43 43 43 45 48 53 Working with Terminology Introduction Attitudes to Terminology Understanding Terminology The Pros and Cons of Terminology What Goes Wrong with Terminology? 68 68 68 69 73 75 3.5 3.6 3.7 3.7.1 3.7.2 3.8 4 4.1 4.2 4.3 4.4 4.5 54 56 59 61 61 62 63 63 64 66 66
4.6 4.7 4.8 4.9 4.10 Researching Terminology Evaluating Terminology Changing Terms Using Terminology Effectively in the Classroom Conclusion: Towards the Appropriate Use of Terminology Activity Comments References 79 82 84 86 86 87 88 89 5 5.1 5.2 5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 5.3 5.4 5.5 5.6 5.6.1 5.6.2 5.6.3 5.6.4 5.6.5 5.6.6 5.6.7 5.7 5.7.1 5.8 Issues in Grammatical Description Introduction Basic Issues in Describing Grammar Depth and Refinement Distinguishing Uses An Example: The Present Simple Formality Acceptability Modality Personality Sub-technical Vocabulary Exemplification Advantages of Authentic Examples Disadvantages of Authentic Examples Adapting Examples The Purpose of Exemplification Authenticity Revisited A Third Approach Contrived vs Authentic: A Summary Comparing Texts Analysis Conclusion Activity Comment Notes References 92 92 93 93 94 96 98 99 101 107 111 112 113 114 115 116 117 118 118 119 120 122 122 122 123 123 6 6.1 6.2 6.3 6.4 6.4.1 Grammar in Operation Introduction Syllabuses Rules of Thumb Exercises and Activities Gap-Filling Exercises 125 125 125 129 132 133
6.4.2 6.5 6.6 6.6.1 6.6.2 6.6.3 6.7 6.8 Other Types of Exercise Error Correction Tests Tests of LÍ Speakers Tests of L2 Learners Tests of Teachers Attitudes to Grammar: Innovative Activities Conclusion Activity Comment Notes References 134 135 137 137 138 140 142 144 144 145 145 146 7 7.1 7.2 7.2.1 7.2.2 7.2.3 7.3 7.4 7.5 7.6 7.7 7.7.1 7.7.2 7.7.3 7.7.4 7.7.5 7.8 Case Study 1 : The Articles Introduction Understanding Articles The Indefinite Article The Definite Article Further Information about the Articles The Contrastive Background The Historical Background Learners and Articles The Current Situation What to Do Overall Strategy Introducing the Definite Article Rules Terms Exercises Conclusion Activity Notes References 147 147 147 148 150 153 154 155 155 156 160 160 160 161 162 162 165 166 167 167 8 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.8.1 Case Study 2: The Comparison of Adjectives Introduction The Background The Meanings of Comparison Other Comparative Structures The Comparative and Historical Background Learners and Comparison Researching Comparison In the Classroom Rules 168 168 169 171 171 171 172 173 176 176
8.8.2 8.8.3 8.9 Exercises Terminology Conclusion Activity Comment Notes References 178 179 180 181 181 182 183 9 9.1 9.2 9.3 9.3.1 9.3.2 9.3.3 9.3.4 9.3.5 9.3.6 9.4 9.4.1 9.5 9.6 9.6.1 9.6.2 9.7 9.8 9.8.1 9.8.2 9.9 9.9.1 9.9.2 9.9.3 9.10 Case Study 3: The Personal Pronouns Introduction The Background (1) The Personal Pronoun Paradigm Person Number Gender Case Related Forms Summary They as Singular Pronoun A New Reflexive Pronoun? Generic You The Background (2) Contrastive Evidence Historical Evidence Learners and Personal Pronouns The Current Pedagogic Situation Coverage in Materials Coverage of Generic ‘You’ What to Do? Strategy Activities Terminology Conclusion A Postscript Activity Comment Notes References 184 184 184 185 186 187 188 189 189 190 190 192 194 196 196 197 198 199 199 199 200 200 201 202 202 204 204 205 206 206 10 10.1 10.2 10.3 10.4 Case Study 4: Reported Speech Introduction Backshift The Status of Reported Speech (1) The Background 209 209 209 210 212
10.4.1 10.4.2 10.5 10.5.1 10.6 10.6.1 10.7 10.7.1 10.7.2 10.7.3 10.7.4 10.7.5 10.8 C.l C.2 Origin Deixis The Status of Reported Speech (2) The Relationship between Direct and Reported Speech An Explanation: Distancing Backshift from Past Tense to Past Perfect Reporting in the Classroom The Current Situation A Revised Strategy Rules and Terms Alternative Areas of Reporting to Focus On Suggestions for Activities Conclusion Activity Comment Note References 214 215 216 216 216 217 218 218 220 222 223 224 224 225 Conclusion Summing Up Problems and Solutions 226 226 228 Appendices Appendix 1 (from Chapter 3): Results from Berry (2014) Appendix 2 (from Chapter 5): Texts Used in METALANG 1 Appendix 3 (from Chapter 5): Results from Berry (2009a) 230 Index 234 212 212 213 230 232 233
|
| adam_txt |
Grammar is integral to teaching English as a second language, and yet there is often a disconnect between theory and practice This book bridges that gap by introducing key theories of English grammar and showing how they can be applied in teaching. By drawing on an eclectic range of sources, and using a multidisciplinary approach, Berry links advances in our knowledge of grammar, from theoretical and descriptive viewpoints, with developments in pedagogical practices, to provide a comprehensive overview of the whole process of grammar. The second part of the book contains four case studies of key areas of English grammar in which the insights of the earlier chapters are applied, illustrating how grammar theory is used in practice. Offering new insights into the way English grammar works, this book is invaluable for all professionals who 'do' English grammar՝ teachers, grammarians, textbook writers and syllabus designers, testers and researchers.
Contents List of Figures List of Tables Editors’ Preface 1.1 1.2 1.3 1 1.1 1.2 1.3 1.4 1.5 1.6 1.7 xi xii xiii Introduction Who Is This Book For? Why Another Book on Grammar? Aims References 1 1 1 2 2 The Place of Grammar Introduction Attitudes to Grammar Grammar in Methods and Approaches Second Language Acquisition (SLA) Studies and the Role of Formal Instruction Problems with SLA Research into Formal Instruction Teacher Language Awareness Conclusion Note References 3 3 3 6 2 What Is Grammar? 2.1 Introduction 2.2 The Scope of Grammar 2.3 Defining Grammar 2.4 Grammar and Meaning: Convention and Creativity 2.5 How Languages ‘Do’ Grammar 2.5.1 Strategy 1: Vary the Word Order 2.5.2 Strategy 2: Change the Shape of Words 2.5.3 Strategy 3: Add Little ‘Function’ Words 2.5.4 Strategy 4: Use Suprasegmental Features 2.5.5 Combining Strategies 2.6 Three Distinctions 10 11 13 14 15 15 17 17 17 18 20 23 23 24 24 24 25 26
2.6.1 2.6.2 2.6.3 2.7 2.8 2.8.1 2.9 2.9.1 2.9.2 2.9.3 2.10 Distinction 1 : Primary vs Secondary Grammar Distinction 2: Descriptive vs Prescriptive Grammar Distinction 3: Scientific vs Pedagogic Grammar Pedagogic Grammar as Process Theoretical Approaches to Grammar Modern Traditional Grammar Descriptive Inputs to Pedagogical Grammar as Process Historical Accounts Contrastive Accounts Other Descriptive Areas Conclusion Activity Comment Notes References 26 27 30 31 33 34 36 37 38 39 40 41 41 41 42 3 3.1 3.2 3.2.1 3.3 3.3.1 3.4 The Need for New Descriptions Introduction Reason 1: The Language Changes Reasons for Change Reason 2: Our Current Accounts Are Wrong Reasons for Misconceptions Reason 3: New Grammatical Phenomena Are ‘Discovered’ Reason 4: The Scope of Grammar - and Therefore the Phenomena Which Need Describing - Is Extended Reason 5: There Are Alternative Ways of Looking at Old Problems Two Major Problems Metalinguistic Relativity Poor Transmission Conclusion Activity: Conditional Sentences Comment Notes References 43 43 43 45 48 53 Working with Terminology Introduction Attitudes to Terminology Understanding Terminology The Pros and Cons of Terminology What Goes Wrong with Terminology? 68 68 68 69 73 75 3.5 3.6 3.7 3.7.1 3.7.2 3.8 4 4.1 4.2 4.3 4.4 4.5 54 56 59 61 61 62 63 63 64 66 66
4.6 4.7 4.8 4.9 4.10 Researching Terminology Evaluating Terminology Changing Terms Using Terminology Effectively in the Classroom Conclusion: Towards the Appropriate Use of Terminology Activity Comments References 79 82 84 86 86 87 88 89 5 5.1 5.2 5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 5.3 5.4 5.5 5.6 5.6.1 5.6.2 5.6.3 5.6.4 5.6.5 5.6.6 5.6.7 5.7 5.7.1 5.8 Issues in Grammatical Description Introduction Basic Issues in Describing Grammar Depth and Refinement Distinguishing Uses An Example: The Present Simple Formality Acceptability Modality Personality Sub-technical Vocabulary Exemplification Advantages of Authentic Examples Disadvantages of Authentic Examples Adapting Examples The Purpose of Exemplification Authenticity Revisited A Third Approach Contrived vs Authentic: A Summary Comparing Texts Analysis Conclusion Activity Comment Notes References 92 92 93 93 94 96 98 99 101 107 111 112 113 114 115 116 117 118 118 119 120 122 122 122 123 123 6 6.1 6.2 6.3 6.4 6.4.1 Grammar in Operation Introduction Syllabuses Rules of Thumb Exercises and Activities Gap-Filling Exercises 125 125 125 129 132 133
6.4.2 6.5 6.6 6.6.1 6.6.2 6.6.3 6.7 6.8 Other Types of Exercise Error Correction Tests Tests of LÍ Speakers Tests of L2 Learners Tests of Teachers Attitudes to Grammar: Innovative Activities Conclusion Activity Comment Notes References 134 135 137 137 138 140 142 144 144 145 145 146 7 7.1 7.2 7.2.1 7.2.2 7.2.3 7.3 7.4 7.5 7.6 7.7 7.7.1 7.7.2 7.7.3 7.7.4 7.7.5 7.8 Case Study 1 : The Articles Introduction Understanding Articles The Indefinite Article The Definite Article Further Information about the Articles The Contrastive Background The Historical Background Learners and Articles The Current Situation What to Do Overall Strategy Introducing the Definite Article Rules Terms Exercises Conclusion Activity Notes References 147 147 147 148 150 153 154 155 155 156 160 160 160 161 162 162 165 166 167 167 8 8.1 8.2 8.3 8.4 8.5 8.6 8.7 8.8 8.8.1 Case Study 2: The Comparison of Adjectives Introduction The Background The Meanings of Comparison Other Comparative Structures The Comparative and Historical Background Learners and Comparison Researching Comparison In the Classroom Rules 168 168 169 171 171 171 172 173 176 176
8.8.2 8.8.3 8.9 Exercises Terminology Conclusion Activity Comment Notes References 178 179 180 181 181 182 183 9 9.1 9.2 9.3 9.3.1 9.3.2 9.3.3 9.3.4 9.3.5 9.3.6 9.4 9.4.1 9.5 9.6 9.6.1 9.6.2 9.7 9.8 9.8.1 9.8.2 9.9 9.9.1 9.9.2 9.9.3 9.10 Case Study 3: The Personal Pronouns Introduction The Background (1) The Personal Pronoun Paradigm Person Number Gender Case Related Forms Summary They as Singular Pronoun A New Reflexive Pronoun? Generic You The Background (2) Contrastive Evidence Historical Evidence Learners and Personal Pronouns The Current Pedagogic Situation Coverage in Materials Coverage of Generic ‘You’ What to Do? Strategy Activities Terminology Conclusion A Postscript Activity Comment Notes References 184 184 184 185 186 187 188 189 189 190 190 192 194 196 196 197 198 199 199 199 200 200 201 202 202 204 204 205 206 206 10 10.1 10.2 10.3 10.4 Case Study 4: Reported Speech Introduction Backshift The Status of Reported Speech (1) The Background 209 209 209 210 212
10.4.1 10.4.2 10.5 10.5.1 10.6 10.6.1 10.7 10.7.1 10.7.2 10.7.3 10.7.4 10.7.5 10.8 C.l C.2 Origin Deixis The Status of Reported Speech (2) The Relationship between Direct and Reported Speech An Explanation: Distancing Backshift from Past Tense to Past Perfect Reporting in the Classroom The Current Situation A Revised Strategy Rules and Terms Alternative Areas of Reporting to Focus On Suggestions for Activities Conclusion Activity Comment Note References 214 215 216 216 216 217 218 218 220 222 223 224 224 225 Conclusion Summing Up Problems and Solutions 226 226 228 Appendices Appendix 1 (from Chapter 3): Results from Berry (2014) Appendix 2 (from Chapter 5): Texts Used in METALANG 1 Appendix 3 (from Chapter 5): Results from Berry (2009a) 230 Index 234 212 212 213 230 232 233 |
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| title_exact_search | Doing English grammar theory, description and practice |
| title_exact_search_txtP | Doing English grammar theory, description and practice |
| title_full | Doing English grammar theory, description and practice Roger Berry |
| title_fullStr | Doing English grammar theory, description and practice Roger Berry |
| title_full_unstemmed | Doing English grammar theory, description and practice Roger Berry |
| title_short | Doing English grammar |
| title_sort | doing english grammar theory description and practice |
| title_sub | theory, description and practice |
| topic | Englisch (DE-588)4014777-0 gnd Grammatik (DE-588)4021806-5 gnd Englischunterricht (DE-588)4014801-4 gnd |
| topic_facet | Englisch Grammatik Englischunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032466670&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032466670&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT berryroger doingenglishgrammartheorydescriptionandpractice |