Aula_09

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Prof.: Fellipe Cavallero
Aula 9: Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Agenda:
Brief Review – Notions of Grammar;
Practicing Grammar: Types of Learners
Developing Students´ Fluency, Accuracy and Reestructuring;
Summary;
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
1) Notions of Grammar
Grammar
Rules
Formal vs.
Functional
Syntax
Classification
Register
System
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Functional Grammar: “Language is conceived of, in the first place, as an instrument of social interaction between human beings, used with the primary aim of establishing communicative relations between speakers and addressees”. (DIK, Simon C. Functional grammar)
The way we see language itself: The Functional Paradigm
Pragmatics  Semantics  Syntax 
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Formal Grammar: “Language is regarded as an abstract object (e.g., a set of sentences), and grammar is conceived of in the first place as an attempt at characterizing this object in terms of formal rules of syntax to be applied independently of the possible meaninfs of the constructions described”. (DIK, Simon C. Functional grammar)
The way we see language itself: The Formal Paradigm
Syntax  Semantics  Pragmatics
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
The Teaching of Grammar: 
 
Teaching grammar from rules: A deductive approach starts with the presentation of a rule and is followed by examples in which a rule is inferred.
Teaching grammar from examples: The teacher provides the examples first without giving any explanation about them and encourages learners to work the rules out for themselves.
Teaching grammar from texts: real language use.
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Types of Learners:
 
Each student has specific ways of learning. In general terms, we can organize them into three styles:
Fast and fluente speakers;
Error free;
Intelligible and fluent;
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Types of Learners:
 
Question: How can we, as teachers, help those students develop their skills in such a way they become both fluent and accurate when producing language?
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Developing a Higher Level of Accuracy
In order to be able to use the language system correctly, there are two things learners should do:
They need to devote attention to form → That means that when the learner’s aim is to develop his/her accuracy, he/she needs to focus on form and not to worry too much about meaning;
 They need to value accuracy → Learners should understand that if they are not accurate, their language might be unintelligible.
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Developing a Higher Level of Accuracy: Suggestion
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Developing a Higher Level of Accuracy
 
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Developing a Higher Level of Accuracy: Suggestion
1) Present language in context;
2) Provide students with opportunities to notice how some structures are used according to specific situations;
3) Guide them through a systematization of the rules implied for the structures focused;
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Developing a Higher Level of Accuracy: Suggestion
4) Offer students some written exercises for immediate practice;
5) Have a conversation activity with a view to double checking whether students can use the new structures (or not);
6) Give students some feedback on their performance;
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Developing a Higher Level of Fluency
Fluency is a skill: it is the ability to process language speedily and easily. Fluency develops as the learner learns to automize knowledge. One way they do this is to use pre-assembled chunks of language.
Chunks may be picked up as single units, in much the same way as individual words are learned. Common expressions like “What’s the matter?” and “Do you know what I mean?” are typically learned as chunks.
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Developing a Higher Level of Fluency
How can we measure students´ fluency?
1) The speed and flow of language production;
2) The degree of control of language items;
3) The way language and content interact;
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Developing a Higher Level of Fluency: Suggestion
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Developing a Higher Level of Fluency
 
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Reestructuring
Foreign language learners need to be able to restructure the knowledge they already have in order to develop it = integrate new information into old.
Negotiation of meaning – the collaborative work done to make the message comprehensible – is thought to trigger restructuring.
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Reestructuring: Typical characteristics of Activities
 
Aula 9: Practicing grammar
PRÁTICA DE ENSINO E ESTÁGIO SUPERVISIONADO DE INGLÊS II
Summary:
Brief Review – Notions of Grammar;
Practicing Grammar: Types of Learners
Developing Students´ Fluency, Accuray and Reestructuring;
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