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    CAPAROSO

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    Sofia Nicole

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    © All Rights Reserved
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    CAPAROSO

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    Sofia Nicole
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    © © All Rights Reserved

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    31 views7 pages

    CAPAROSO

    Uploaded by

    Sofia Nicole

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    © All Rights Reserved
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    of 7

    University of Mindanao Panabo College

    In Partial Fulfillment
    Of the Requirements for the Course
    Teaching and Assessment of the Grammar

    (ELT 224)

    Submitted by:
    Eiji Caparoso

    Submitted to:
    Prof. Joel C. Tahimic

    May 2024
    “FRAMEWORK FOR LANGUAGE TEACHER
    & HISTORY OF APPLIED LINGUSITIC IN PEDAGOGICAL
    GRAMMAR”

    “FRAMEWORK FOR LANGUAGE TEACHER”

    What is Framework for Language Teacher?

    Introduction

    The Framework for Language Teachers is a comprehensive body of


    regulations, thoughts and principles aimed at informing and enhancing
    language teaching practices. These topics include instructional design,
    classroom management, assessment, and professional development among
    others. This framework attempts to provide language teachers with systematic
    ways of mapping out curriculum, applying effective teaching strategies and
    gauging learner performance. Consequently, following these criteria ensures
    that the method of instruction adopted is in accordance with the best practice
    as well as being tailored to meet students’ different needs.

    A key aspect of the Framework for Language Teachers is its emphasis


    on improving learners' communicative ability. This includes teaching a
    language's structural components, such as grammar and vocabulary, as well
    as improving students' abilities to utilize the language effectively in real-world
    circumstances
    “HISTORY OF APPLIED LINGUISTICS IN PEDAGOGICAL GRAMMAR”

    INTRODUCTION

    Another distinction sometimes made within the concept of grammar is


    descriptive versus prescriptive grammar. Grammarians describe language as
    it is used, whilst in the latter type, they lay down rules for how language
    should be used. Descriptive grammarians tend, in addition, to give elaborate
    descriptions of grammatical features. In this thesis, we will adopt an extended
    definition of grammar, or what Leech (1994) refers to as communicative
    grammar, and include aspects of discourse, semantics, and pragmatics, as
    well as syntax and morphology.

    According to Common European Framework of Reference for


    Languages: Learning, teaching, assessment (during the 1980’s and 90’s) it
    says: Applied linguistics has played a crucial role in shaping the teaching and
    learning of grammar in educational settings. The development of pedagogical
    grammar has evolved through various stages, influenced by linguistic theories
    and educational paradigms. Applied linguistics as a field has evolved
    significantly, and its impact on pedagogical grammar, grammar teaching and
    learning in educational settings has been profound.

    Applied linguistics has greatly contributed to the teaching and learning


    of grammar in educational settings. Development in pedagogical grammar
    has undergone periods of change under different linguistic theories and
    educational paradigms. This evolution indicates the great influence of applied
    linguistics on grammar instruction and acquisition.

    Reference

    https://www.coe.int/en/web/language-policy/cefr.

    Leech, G., & Svartvik, J. (1994). A communicative grammar of English (2nd


    ed.). London: Longman.
    “Describe grammar, its components in adapting and
    evaluating existing grammar materials”

    What is grammar?

    Grammar is the set of structural rules governing the composition of


    clauses, phrases, and words in any given natural language. It encompasses
    the system and structure of a language, including syntax, morphology,
    phonology, and semantics.

    “Components in adapting and evaluating existing grammar materials”

    SYNTAX
    The arrangement of words and phrases to form well-constituted sentences
    in a language. It contains all the rules about sentence structure and word
    order.
    Example:
    - “The cat chased the mouse." Subject-Verb-Object”

    PHONOLOGY
    The study of the sound system of a language: including the patterns of
    sounds used and how they are organized.
    Example:

    Phonemes: Phonemes are small pieces of sound that differentiate one word
    from another, like the 'k' in "kite" or 's' in "site." Although these sound similar, it
    changes the meaning totally when one phoneme is changed.

    MORPHOLOGY
    The study of the structure of words and how the words are formed from the
    smaller units morphemes.
    Example:
    Happily (the suffix "-ly" makes it an adverb, derived from the adjective)

    SEMANTICS
    The study of meaning in language, encompassing word, phrase, and
    sentence meanings and how such meanings are built up and interpreted.

    Examples:

    Lexical semantics: It means the study of word meanings, and it discusses


    how words relate to one another.
    examples:

    Antonyms: Words having opposite meanings


    Examples: "Hot" and "cold" are antonyms because they describe opposite
    temperatures.

    PRAGMATICS
    Study of how context makes meaning interpretation possible in
    communication
    .
    Examples:
    Implicature: Information that is implied by the speaker but not explicitly stated
    .
    Examples: "It’s getting late."

    According to Johnson (1994: 126) grammar practice often fails to lead to


    acquisition because of the ‘remoteness of the practice conditions to the real
    skill’, to the ‘production of real life’. And although explicit grammar teaching
    and focus on the accurate production of the ‘form’ of the structures can be
    very beneficial to learning, many researchers argue that it should be
    accompanied by meaningful grammar practice by shifting the focus to the
    actual ‘message’ which it conveys. Johnson proposes the use of language
    activities that prepare students for real life communication, activities which
    require grammar but in a way that turn our learners’ attention away from the
    ‘form’ and make them focus more on the meaning, on the message that they
    want to convey.

    Reference:

    Johnson, K. (1994). Teaching declarative and procedural knowledge. In M.


    Bygate, A. Tonkyn & E. Williams (Eds.), Grammar and the Language
    Teacher (pp. 121-131). London: Prentice Hall.
    Investigate various dynamic natures and theory practice view
    of grammar in an online corpus.

    Corpus Linguistics for Grammar: A Guide for Research is an essential


    resource for anyone interested in exploring the interface of corpus linguistics
    and grammar analysis. Its straightforward and thorough methodology,
    combined with practical insights, makes it a nice resource for scholars,
    linguists, and students beginning on corpus-based studies into the depths of
    language. While it excels in clarity and practicality, adding more case studies
    and interactive features to its content could increase its utility. Overall, it is a
    notable contribution to the field, bridging the gap in grammar research
    between theoretical underpinnings and actual corpus linguistics.

    According to Christian Jones and Daniel Waller's "Corpus Linguistics for


    Grammar: A Guide for Research" is an in-depth look at corpus linguistics
    within the context of grammar research. It is guide for researchers looking at
    corpora linguistics as a means of exploring various facets of grammar. It
    delves into the underlying concepts, methodology, and practical applications
    of this developing discipline.

    Reference
    Jones, C., & Waller, D. (2015). Corpus Linguistics for Grammar: A Guide for
    Research. Routledge
    Design Grammar-Based Instructions in Developing
    Communicative Competence.

    According to Badilla and Chacon (2013), therefore, suggest that the teachers
    combine traditional teaching of the rules and the teaching of communicative
    activities to make grammar fun and catchy. The teachers are using strategies
    and techniques that fit the situation and learner-needs to overcome the
    challenges. They test the students’ comprehension level and provide the
    students with constructive feedback.

    They show the areas of grammar in which L1 and L2 differ. Similarly, they
    revisit and recondition learners’ learning so that knowledge can go to long
    term memory and that this knowledge will be available for spontaneous
    conversation. Using teacher’s guides and getting help from other teachers are
    also useful ideas that the teachers expressed. Their main challenge was to
    make balanced language development and they have been adapting the ways
    outlined above to overcome the challenges and to maintain a balance among
    accuracy, fluency, appropriacy and originality

    Reference

    Badilla & Chacon (2013). Communicative grammar: An effective tool to teach


    a second language in today’s classes. Revista de lenguas modernas,
    18, 267-283. https:// revistas.ucr.ac.cr /
    index.php/rlm/article/download/12366/11620/.

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