Refleksioner over grammatik og grammatikundervisning Ulla Bryanne Lektor i engelsk University College Nordjylland Program 1.Når studerende bliver lærere 2.Hvad er grammatik? 3.Hvordan lærer man sprog? 4.Hvordan kan man undervise i grammatik? Når studerende bliver lærere Hvordan blev I selv undervist i engelsk grammatik i gymnasiet? Forskellige dilemmaer i arbejdet med grammatik • • • • Hvorfor arbejde med grammatik? Præskriptiv eller deskriptiv? Proaktiv eller reaktiv/integreret? Teaching grammar or teaching learners? • Deklarativ eller procedure viden? • Induktiv eller deduktiv? • På dansk eller engelsk? Hvad er grammatik? Hvad hører med til undervisning i grammatik? Sprogets tre dimensioner FORM MEANING How is it formed? (Accuracy) MORPHOSYNTAX What does it mean? (Meaningfulness) SEMANTICS USE When/Why is it used? (Appropriateness) PRAGMATICS Based on Celce-Murcia & Larsen-Freeman: The Grammar Book, p. 4 Sprogets tre dimensioner For each of these grammatical structures, which of the three dimensions do you think Danish learners will have most problems with: how it is formed, what it means, or when and why to use it? 1. Phrasal verbs (e.g. My boyfriend ran up a huge phone bill) 2. The simple or continuous perspective (e.g. She painted/was painting the house) 3. The –ly of adverbs (e.g. She took it very seriously) 4. Irregular plural (e.g. mouse – mice) Bruntt & Bryanne, p. 34 Hvordan lærer man et sprog? sprogtilegnelse • Fig. 2.3 Intersprogsudvikling • Ordindsamlingsfase • Udfyldningsfasen • Sofistikeringsfasen Traditional assessment: Interlanguage analysis: - Focus on the target language - Focus on the learner language - Compares learner language to the target language - Focus on product - Points out mistakes - Focus on the things the learner cannot do - Summative assessment - Sees learner language as a language in progress - Focus on process - Points out progress - Focus on the things the learner can do - Formative assessment Fig. 2-2. Differences between the traditional way of assessing learner language and the interlanguage analysis Bruntt & Bryanne, p. 22 Hvordan kan man undervise i grammatik? Sprogets tre dimensioner - hvordan læres de? • FORM-dimensionen: – Mange gentagelser – Task-Based Learning • MEANING-dimensionen: – Dictogloss – Løbediktat • USE-dimensionen: – Rollespil Eksempel på induktiv øvelse 1. If ‘his girl friend’ is the answer to a question, what is the question we could ask to get this answer in the following sentence? Scott gave his girl friend a bunch of flowers 2. Form questions that will give you the words in boldface as answers: a. b. c. d. e. f. Mr Block found his daughter a job Bob made a bookcase for Sally Go find me a pencil I explained the problem to my dog Peter gave the book to Alice, who was his girlfriend at the time He asked a favour of her 3. The words in bold are Indirect Objects in the sentences. Form a rule that will help you find the Indirect Object. Why are IOs often persons? What does the IO do in a sentence? 4. Have you noticed what forms IOs can have? 5. In which order do we often find the DO and IO? What happens with the form of the IO if we use the order IO + DO? Bruntt & Bryanne, pp. 121-122 Eksempel på automatiseringsøvelse 1. 2. Here are some dilemmas. Discuss in groups what you would do in the situations below? You might start: I would… or I might…. Think of other dilemmas you could meet and discuss how to solve them: – Your parents don’t approve of your new girl-/boyfriend – Your best friend and you both have spare time jobs in the same shop. You discover that (s)he has stolen 2,000kr – You fall in love with the boyfriend or girlfriend of your best friend. – A classmate cheated in the last English test. Should you tell someone? – Your friend has bought a new pair of jeans and thinks she looks absolutely fantastic. But you actually think they don´t suit her at all and now she wants to wear them on Friday when she hopes to get a date with a boy she has a crush on. Would/should you tell her? Bruntt & Bryanne, web chap. 13, 2-6 • Gå ind på: http://samfundslitteratur.dk/b og/handbook-languagedetectives • Vælg kapitel 10 • Vælg Web activity 5 Integreret grammatikundervisning • I tekstlæsning • Fælles skrivning Read the following two texts: A. When Mr and Mrs Dursley woke up on the dull, grey Tuesday our story starts, there was nothing about the cloudy sky outside to suggest that strange and mysterious things would soon be happening all over the country. Mr Dursley hummed as he picked out his most boring tie for work and Mrs Dursley gossiped away happily as she wrestled a screaming Dudley into his high chair. None of them noticed a large, tawny owl flutter past the window. B. When Mr and Mrs Dursley woke up on the Tuesday our story starts, there was nothing about the sky outside to suggest that things would soon be happening all over the country. Mr Dursley hummed as he picked out his tie for work and Mrs Dursley gossiped away happily as she wrestled Dudley into his chair. None of them noticed an owl flutter past the window Rowling, J. K.: Harry Potter and the Philosopher´s Stone, Bloomsbury, 1997, pp.7-8. 1. Which text enables you to picture and characterize situations, things and characters precisely and vividly? Explain which text you prefer and why. 2. Which words are missing in text B and which word class do they belong to? 3. Which words do they describe and which word class do they describe? 4. What can you now conclude regarding adjectives? 5. Can you think of other situations or genres in which you would use a lot of adjectives? 6. Discuss this exercise from a teacher´s perspective, e.g. can you use this exercise with pupils? The Teaching-Learning Cycle Setting the context Teacher modelling and deconstructing Students constructing independently Teacher and students constructing jointly Hvad er svært ved verbaltiderne? • FORM? • MEANING? • USE? Event BEFORE AT THE TIME (point of reference) AFTERWARDS Axis Present has sung (the present perfect) Event BEFORE Axis has sung Past Presentsung had (the present perfect) had sung sang + Adverbial sang + Adverbial Past past perfect the (the past (the perfect or orthe simple past + Adv.) simple past + Adv.) will have sung Future Future (future perfect) will have sung (future perfect) sings (the present) AT THE TIME (point of reference) is going to/will sing (the simple future) AFTERWARDS sings (the present) sang (the past) is going to/will sing (the simple future) sang/would sing (habit) (the simple past or the future of the past) will sing (the simple future) will sing (the simple future) sang (the past) will sing (the simple future) sang/would sing (habit) (the simple past or the future of the past) will sing (the simple future) • Gå ind på: http://samfundslitteratur.dk/b og/handbook-languagedetectives • Vælg kapitel 7 • Vælg – Web activity 33 – Web activity 34 GRAMMAR GRAMMARING Grammar is something that is done, rather than something that is known. Bruntt & Bryanne, p. 20 Litteratur • Bruntt, Karen Lassen & Ulla Bryanne: Handbook for Language Detectives: Learning and Teaching English Grammar. Samfundsfag. 2012 • Øvelser hertil: http://samfundslitteratur.dk/bog/handbook-languagedetectives#tab2 • Celce-Muria, Marianne & Diane Larsen-Freeman: The Grammar Book: An ESL/EFL teacher’s Course. Heinle & Heinle. 1999 • Larsen-Freeman, Diane: Teaching Grammar: From Grammar to Grammaring. Thomson-Heinle. 2003