Diane Larsen-Freeman 1er parte The nature of grammar.

1. Grammar is an area of knowledge. Larsen-Freeman says it is more helpful to think 2. 3.

about grammar as a skill. However, teachers say that there are 4 skills in language teaching: reading, writing, speaking and listening. When we say something is grammatical, we mean that it is accurate . Grammar does have to do with accuracy, this is accuracy of form and meaning. Grammar has to do with rules. Grammar rules provide useful guidance about how a language is structured. Though, it is partially true: 1. We have committed to memory thousands of multiword sequences, lexicogrammatical units or formulas that are preassembled. 2. There are grammatical patterns or constructions that signal the same grammatical meaning. 3. Knowing a rule will not guarantee that learners will invoke it when needed. But there is an underlying logic to the language students are learning. Grammar is arbitrary . The fact that language uses a particular form to convey a particular meaning may be arbitrary. One good thing about grammar is that there is always ne right answer. Grammar has to do with word ending and word order within a sentence and structures, such as word ending or morphology. Grammar is about word order in sentences (syntax) and word formation processes (morphology); it is also about using the correct function words. However, grammar plays a role in the construction and interpretation of texts.

4. 5. 6.

The learning of grammar

1. Grammar is acquired naturally; it doesnt have to be taught. Except for those who are
learners of a new language.

2. Grammar structures are acquired in a set order, one after another. 3. All aspects of grammar are learnt in the same way.
The teaching of grammar

1. Learners will eventually bring their performance into alignment with the target

language; error correction or feedback is unnecessary. Error correction may be unnecessary for those few gifted language learners who have the aptitude to learn a language on their own. Our job as language teachers is to maximize learning by creating optimal conditions for it to take place. We must think in terms of providing feedback in helpful ways. 2. Grammar (teaching and/or learning) is boring. Grammar is never boring, our job is to engage them, a teacher must find a way to make grammar practice meaningful and try to work on the attitude of students. 3. Not all students need to be taught grammar. Children, for instance, do not benefit from formal grammar instruction. Even though young children may be more receptive to implicitly picking up the forms of the language, they still should not be victimized by the reflex fallacy.

Grammar is dynamic, complex, rational/systemic, flexible, and discursive nature. THE THREE DIMENSIONS Form: Phonology/Graphology/Semiology, Morphology, Syntax Phonology: studies the sounds or phonemes of the language. Graphology: studies the graphemes. Semiology: is the science that deals with signs or sign language. Morphology: is the study of morphemes. Syntax: is the study that determines what combinations of word and morpheme sequences are permitted and how they are sequenced in sentences. Meaning: Semantics We would learn about a particular form if we were to consult a dictionary. Semantics is the study of meaning potential. Use: Pragmatics Pragmatics is what people mean by the language they use. The units of dimension are social functions and discourse patterns. Different Levels of Scale (pie chart) Being able to use grammar structures does not only mean using the forms accurately: it means using them meaningfully (semantics) and appropriately (pragmatics) as well.