LANGUAGE FORMS AND FUNCTIONS
COLLABORATIVE TASK 3
LEONARD ANDRES VARGAS
USCATEGUI
CODE: 74183511
GROUP: 551019_5
TUTOR: LUZ
ANGELA CABRA
OPEN AND
DISTANCE NATIONAL UNIVERSITY - UNAD
SCIENCE AND
EDUCATION SCHOOL
INTRODUCTION
Grammar is the backbone of a language
and without it any single thing you know may be flux, in a sort of jelly
without much consistency. In a nutshell, grammar provides you with the
structure you need in order to organize and put your messages and ideas across.
For starters, by itself, a good command
of the grammar of a language does not imply that the person is able to
communicate effectively, as we usually see with students who have only been
exposed to an all-grammar-oriented approach sometimes for many years. Many
could recite the grammar by heart but if asked to express basic information,
they would hesitate too much and browse through all the grammar rules in their
heads before making an utterance, or simply dry up.
In teaching grammar, three areas have to
be considered: grammar as rules, grammar as form, and grammar as resource. For
many L2 learners, learning grammar often means learning the rules of grammar
and having an intellectual knowledge of grammar. Teachers often believe that
this will provide the generative basis on which learners can build their
knowledge and will be able to use the language eventually.
A better approach is perhaps to see
grammar as one of many resources that we have in language which helps us to
communicate. We should see how grammar relates to what we want to say or write,
and how we expect others to interpret what our language use and its focus.
Grammar is the backbone of a language and without it any single thing you know may be flux, in a sort of jelly without much consistency. In a nutshell, grammar provides you with the structure you need in order to organize and put your messages and ideas across.
For starters, by itself, a good command of the grammar of a language does not imply that the person is able to communicate effectively, as we usually see with students who have only been exposed to an all-grammar-oriented approach sometimes for many years. Many could recite the grammar by heart but if asked to express basic information, they would hesitate too much and browse through all the grammar rules in their heads before making an utterance, or simply dry up.
1. Grammar
English Grammar is complex, making it difficult to remember, master and use logically. Ensuring you use the correct grammar can be tricky, especially when you are in conversation with someone and they are speaking at an alarmingly fast pace. Learning grammar is like learning to drive, you can learn all of the theory, rules and regulations, but you won't be good at it unless you practice it and it starts to become second nature to you. Grammar is extremely important, incorrect use of grammar can confuse the person you are speaking to and even change the meaning of what you are communicating, what's more is native English speakers are hyper aware of grammar and will notice almost immediately if a grammatical error is made, even if this is the smallest of errors, English speakers are incredibly proud of the language and look negatively on it being used incorrectly.
2. Vocabulary
Is often a challenge, particularly when it comes to verb variations and understanding which tense should be used in various situations. English has one of the biggest vocabularies of all languages, and it can be very confusing for non-English speakers to master. Using vocabulary inaccurately is incredibly noticeable to anyone who's first language is English, though it doesn't often change the meaning of your text, it does weaken it.
3. Slang and colloquialism
With the English language having such an extensive vocabulary and complicated grammar, there is enough to teach students wanting to learn English, rarely are students exposed to the slang words used by English speakers in every day conversation. Sentences can be predominantly filled with slang words, so maintaining a conversation can be difficult for anyone who doesn't understand what they mean.
4. Pronunciation
Knowing how to pronounce words in English can be very difficult as it isn't always obvious. English speakers have been taught these from an early age, which is how they know not to pronounce the ‘k' on ‘knight' , they are taught the subtleties in how to pronounce something to communicate the right message. Furthermore, depending on the first language of the English student, it can often be difficult to pronounce certain words properly, having not ever had to create that phonetic sound before.
5. Variations in English
The variations in the different forms of English can often be difficult to understand. For example, the difference between using formal and informal language or the differences between spoken and written language. This leads to students writing words phonetically, i.e. how they would say it rather than how its actually spelt, and using informal language, maybe even slang that they have picked up, in formal situations which may perhaps be viewed negatively.
ACTIVITIES
The use of authentic texts for grammar instruction authentic texts are texts that are not produced artificially for the purpose of language teaching, but are used for genuine purposes in the real world, like newspaper articles and recipes. By implication, these texts are contextualised and communicatively complete in themselves. They focus is on conveying real meaning rather than on form. Decontextualised examples of language, on theother hand, are one-sentence examples usually found in EFL textbooks andgrammar practice books. They illustrate grammatical forms and structures incontext-free sentences and are generally associated with the explicit method ofteaching grammar.
The use of texts illustrating authentic communication for presenting grammar is
generally seen as posing problems to teachers and students alike. Students’
problems with their use arise from difficulties of variety of structures.
Songs are one of the most enchanting and culturally rich resources that can easily be used in language classrooms. Songs offer a change from routine classroom activities. They are precious resources to develop students abilities in listening, speaking, reading, and writing. They can also be used to teach a variety of language items such as sentence patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs.
There are many advantages of using songs in the classroom. Through using contemporary popular songs, which are already familiar to teenagers, the teacher can meet the challenges of the teenage needs in the classroom.
A teacher's selection of a technique or a set of techniques should be based on his or her objectives for the classroom. After deciding the grammar point to be studied, and the song and the techniques to be used, the teacher should prepare an effective lesson plan. Since songs are listening activities, it is advisable to present them as a listening lesson, but of course it is necessary to integrate all the skills in the process in order to achieve successful teaching.
When regarding a lesson plan, as a pre-listening activity, the theme, the title, or the history of the song can be discussed. By directing the students toward specific areas, problem vocabulary items can be picked up in advance. Before listening to the song, it is also beneficial to let the students know which grammar points should be studied. At this stage, pictures may also be used to introduce the theme of the song. In the listening stage, some of the techniques listed above can be used, but among them gap filling is the most widely used technique. Through such gaps, the vocabulary, grammar, or pronunciation are highlighted. This stage can be developed by the teacher according to the needs of the students and the grammar point to be studied.
Exploitation of songs for grammatical structures can be illustrated through several examples. For present tense 'Let It Be' by the Beatles, for past tense 'Yesterday' by the Beatles, for present progressive 'Sailing' by Rod Stewart, for present perfect 'Nothing Compares to You' by Sinead Occonor, for past perfect 'Last Night I Had...' by Simon and Garfunkel, for modals 'Blowing in the Wind' by Bob Dylan, and for conditionals 'El Condor Pasa' by Simon and Garfunkel can be used. However, it should be kept in mind that songs, which provide frequent repetitions, or tell a story, or provide comments about life, or introduce cultural themes are the effective ones, since they provide authentic and meaningful material.
Poems, like songs, contextualize a grammar lesson effectively. Since poetry is often spoken, repeated, dealt with, and considered, it acts as an effective tool for practicing a specific grammatical structure. Through repeating and considering the poem, the grammatical structures become more deeply internalized. Thus, poetry not only provides a rewarding resource for structured practice of grammar, but also a proper basis for review. If a poem that exemplifies a particular structure is also a good poem, it engages the eye, the ear and the tongue simultaneously while also stimulating and moving us; this polymorphic effect makes poetry easier to memorize than other things for many students.
Teaching Procedure
At the teaching stage of a poem, it is not advisable to talk about the meaning of the poem in advance. Since they offer a reading and listening activity, poems could be presented through a reading plan. At the pre-reading stage, students might be motivated through some enthusiastic talks about poetry or the poet. Some necessary vocabulary can also be handled at this stage.In such a procedure the four skills are effectively integrated to practice or present any grammar point.
Using Games and Problem-Solving Activities
After the realization of communicative competence , activities or techniques that are task-oriented and that lead students to use the language creatively have gained importance. Games and problem-solving activities, which are task-based and have a purpose beyond the production of correct speech, are the examples of the most preferable communicative activities. Such activities highlight not only the competence but also the performance of the learner. Yet they are the indispensable parts of a grammar lesson, since they reinforce a form-discourse match. In such activities the attention is on the discourse context.
Both games and problem-solving activities have a goal. Games are organized according to rules, and they are enjoyable. Most games require choral responses or group works, whereas problem-solving activities (though they are structured) require individual response and creative solutions. Games and problem-solving activities are generally used after the presentation, in the practice part, because such communicative tasks can only be handled after mastering sufficient grammar and lexical points.
Through well-planned games, learners can practice and internalize vocabulary, grammar and structures extensively. Play and competition that are provided by games enhance the motivation of the students. They also reduce the stress in the classroom. While playing games, the learners attention is on the message, not on the language. In a way, students acquire language unconsciously since their whole attention is engaged by the activity.
In sum, games and problem solving activities provide favorable usages for extended communicative practice of grammar. They are both motivating and challenging. They encourage students to interact and communicate. Through such activities students match the discourse with the context of the game or the problem solving activity. So these activities create a meaningful context for language use.
CHAPTER 7
PHRASAL STRUCTURE AND VERB COMPLEMENTATION
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CHAPTER 8
ADVERVIAL AUXILIARES AND SENTENCE TYPES
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CHAPTER 9
FINITE AND MONFINTE CLAUSES
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Introduction to Generative Grammar
In theoretical linguistics, generative grammar refers to a particular
approach to the study of syntax.
A generative grammar of a language attempts to give a set of rules
that will correctly predict which combinations of words will form grammatical
sentences.
These rules will follow directly & predictably from applying the
explicit rules.
If the sentences of a language can be compared to this, then there
must be a set of explicit rules that can produce all those sentences.
Such a set of explicit rules= generative grammar.
The rules of generative grammar
focus on the different components of the language such as syntax, semantics,
phonology and morphology. The sentence is represented as a tree having
branches denoting the subordinate and superordinate elements rather than just
a sequence of words. For example, the sentence, “The cat ate the mouse” would have the
branches of a noun phrase
(The cat) and verb phrase
(ate the mouse) with the branch of noun
phrase further being divided into the branches of a determiner (the) and noun (cat) and the verb phrase consisting
of the verb (ate)
and the noun phrase[
determiner(the)
and noun
(mouse)].
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Imperatives
Most of us have noticed that when we were
pupils or even students, our teachers used a certain number of phrases or
sentences in order to give orders, warnings, or some advice: 'Stop talking',
'Open your books' ' Be quiet' ' Revise your lessons' and so on!
The form which has been used by our teachers is called 'The imperative form'
The form: To form the imperative, we usually use the
base form of the verb without 'To'. Example: Go, Open, Close etc. Also, It's
very important to notice that the command is given to you (Either
singular or plural). The base form of the verb is preceded by 'Let'
in the first and third person commands, and followed by: me, it,him, her, us,
them.
We can use
the imperative to give a direct order. Examples:
We can use
the imperative to give instructions.
We can use
the imperative to make an invitation.
We can use
the imperative on signs and notices.
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Nonfinite clauses
A clause is another name for a
sentence. A simple sentence is A
clause is another name for a sentence.
A simple sentence is also called an independent clause. Other clause types are used as parts of
sentences. A dependent or subordinate
clause is a sentence that has been changed to make it into a unit that can be
combined with another sentence--to make a longer and more complex sentence.
Finite refers
to time. We're more accustomed to the term infinitive. The in-
means "not." That is, infinitive means
"nonfinite." An infinitive is a verb without tense.
That's all that is
involved. Verb phrases with tense are called "finite" while
verbs without tense are called "nonfinite." Grammarians talk
about finite and nonfinite verb phrases and finite and nonfinite clauses.
There are two types of
infinitives: one with to, as in (1), and a bare one, without to,
as in (2). The bare one occurs only after verbs such as make, see, hear
and feel, but the to-infinitive occurs very frequently:
·
I expected him to go.
·
I made him leave.
Apart from infinitives, there are
two other kinds of non-finite Verb Groups, usually referred to as
participles: a present participle ending in -ing, as in (3), and a
past participle ending in -ed or -en, as in (4):
·
Walking down
Rural Road, he was bothered by the traffic lights.
·
Arrested last
night, he is in jail this morning
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TOPIC
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DESCRIPTION
AND FEATURES
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DIFFICULTIES
FOR LEARNERS
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SOLUTIONS
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IMPERATIVE
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Imperatives are verbs
used to give orders, commands and instructions. The form used is usually the
same as the base form.
It is one of the three moods of an
English verb. Imperatives should be used
carefully in English; to give firm orders or commands, but not as much when
trying to be polite or show respect to the other person.
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The imperative is
probably best considered a mood rather than a tense in English, since it does
not signal when any given action is performed. But even though it
is not a verb tense in the
traditional sense for students of English as a second language,
understanding the imperative is important,
but also it is one of the topics difficult for students of the second language.
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Here are some fun
ways you can bring the imperative into your classroom that are creative, too.
Read Recipes
Recipes are a great
example of the imperative mood in authentic English text. The step-by-step
directions for creating a culinary masterpiece, or at least lunch, are
written in the imperative.
Do Your Own Cooking Demo
Besides written
recipes, many cooking demonstrations use the imperative to communicate with
their viewers how to make a particular dish. There are hundreds of cooking
demos available on YouTube, so choose one that your students may like and
show it to the class.
Do What Jhon Says (play)
Your students have
other options when it comes to following directions and practicing the
imperative. For beginning students or just for a change of pace, play a game
of Simon Says. Start by leading yourself, but once your students have a feel
for the game let them take turns being Jhon. They will get the chance to
practice using the imperative and the rest of the class will get to practice
following the directions Jhon gives.
Tell Me How
Your students will
also need to use and understand the imperative mood when giving advice. Give
your class a chance to share about something they are good at and give advice
to classmates who might be trying that activity for the first time. Give each
person five minutes in front of the class to explain how to do something that
they know how to do.
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