Chapter 5

Chapter 5 : Language Analysis
Teaching English as Foreign Language 2

Students:
* Fatima Awawdeh.
* Ruba Abu El Hawa.
* Nermin Nammari.
Professor Anwar Abdel Razeq.
* Before a teacher teaches a grammar lesson, they
should consider the following recommended steps :
1. Select the grammar items
2. Fine-tune the material
3. List the possible situations
4. Brainstorm the lesson
Analyzing Grammar : 5. Select a target sentence
An Introduction 6. Decide on a context to focus on
7. Analyze the form of the target sentence
8. Analyze the meaning
9. Analyze the pronunciation of the target sentence
10. Analyze possible difficulties the students might face
11. Decide and pick the main objectives and aims
Analyzing Language: Grammatical Form
Subject
{I’m} [playing tennis] (with) {Paul} [this evening].
Collocation : Time of the

go together event
Substitution Table
in Grammar
VERBS
NOUNS
NOUNS
PHRASES
PREPOSITIONS Elements of DETERMINERS

Grammar
RELATIVE
ADJECTIVES CLAUSES
ADVERBS
Here in the section, we will
consider three ways of doing this:
1. Components of meaning of
Analyzing concepts: lexical items.
2. The meaning of lexical items in

context.
3. Meaning, in relation to other

words.
That’s clear and easy for a good user of English, but for
learners it is more problematic for number of reasons:
1. The definition is written in the language, more

complex than the item being defined.
1. Components of meaning.
2. There are no examples.
3. There is no distinction between every day meaning.
4. Come on every day, knowledge, feelings and reactions

are ignored
In a class we can help the students
understand the meaning by:
1. Avoiding language more complex.

2. Focus on the most important usages.
3. Using examples.
4. Using my phone and the student
knowledge and feelings.
A. Finding missing words:
2. Meaning in context.
B. Collocation: when words

typically go together with certain
other words.
1. Pointing out collocations.
2. Design activities.
3. Including the use of dictionary research.
4. Setting text gab-fill exercises.
We can help student understand 5. Ask learners to guess meanings from clues
the meaning of context by: In the context.
6. Getting learners to predict likely meaning.
Relationships between words: the meaning
of words is often clearest when you can see
them in relation to other words
5. Analyzing concept: grammatical
meaning:
* The Lexis * Creating

* Why analyse
changes but the statement that
concept?
concepts remain focus on concept
Analysing communicative function
There is no point making We speak or write because we

perfectly formed sentences if we have messages to communicate o
don’t succeed in getting our r there is something we hope to
point across . achieve .
How we convey our meaning?
It's hard to decide exactly what the
communicative function is unless we
know the context and who is
speaking.
Task 5.15 : Analysing functional language
Sentence Possible context Who? Possible meaning
Phew. It's cold in here.
The fish is very good

today.
Well, actually I'm a bit
busy at the moment.
Task 5.15 : Analysing functional
language
Sentence Possible context Who? Possible meaning
Phew. It's cold in here. At home Husband to wife Will you close the door
please?
The fish is very good In a restaurant Waiter to costumers I recommend that you
today. order the fish dish .
Well, actually I'm a bit In the office Business woman to Could we Talk another
busy at the moment. colleague who has just time rather than now?
asked a question
Functions and their exponents
Examples of language used to achieve a particular function are

known as exponents of a function.
Some exponents are fixed formulae that allow for little or no

alteration, other exponents have more generative possibilities .
For example: ( I Don’t think you are right) is an exponent of

the function of "Disagreeing"
Working on appropriacy
A lot of work in the area of function is to
do with common sense , common
politeness and with an awareness of
audience.
We can help students become more
aware of appropriacy by getting them to
consider: who are you talking or
writing to? Where are you? , etc.
ENGLISH AND
ENGLISH
TEACHING IN
THE WORD
English as a lingua franca (ELF)
Having a native speaker
The majority of English – Lingua franca core
join a conversation betwee
language interactions is is an international version o
n non-native speakers is
between non-native f English , a
often an impediment for
speakers . standard Global English .
them.
Appropriate methodology
and Global issues
The right methodology is the right
methodology for a context.
Some teachers have a stake in
maintaining things just as they are.
Teachers should also be asking
about their role on the planet as a
whole.
THE END

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Chapter 5 : Language Analysis

Teaching English as Foreign Language 2

{I’m} [playing tennis] (with) {Paul} [this evening].

Collocation : Time of the

PREPOSITIONS Elements of DETERMINERS

2. The meaning of lexical items in

3. Meaning, in relation to other

1. The definition is written in the language, more

3. There is no distinction between every day meaning.

4. Come on every day, knowledge, feelings and reactions

1. Avoiding language more complex.

B. Collocation: when words

* The Lexis * Creating

There is no point making We speak or write because we

Sentence Possible context Who? Possible meaning

Phew. It's cold in here.

The fish is very good

Sentence Possible context Who? Possible meaning

Examples of language used to achieve a particular function are

Some exponents are fixed formulae that allow for little or no

For example: ( I Don’t think you are right) is an exponent of

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