The Grammar Book Celce-murcia Pdf Free 103
in the 20th century, there was a shift to a more formal approach. greek and latin were no longer used, and even the romance languages were seen as completely obsolete as lingua francas. english was seen as the lingua franca of the world and the only language that would truly benefit from formal instruction. the focus in the u.s. then shifted from the use of the language to its analysis. this move was encouraged by the tremendous popularity of the use of grammar in the united states. english grammar became the focus of language instruction. the entire education system, from pre-school to university, was geared to making sure that students could learn english grammar.
english grammar texts, of course, made it seem that the rules were easily acquired. in fact, they were difficult to acquire because of the lack of metalinguistic knowledge. the grammar books of the time did not provide the necessary metalinguistic knowledge in the target language. students had to create their own metalinguistic knowledge from scratch, and that learning process was very slow and very cumbersome.
as a result, there were two kinds of non-native english teachers, those who had learned grammar through the formal systems of the time, and those who had developed their own. the latter group had difficulty applying what they had learned because they were not taught how to do so. also, they were not taught how to know when to use those rules. this allowed them to teach the wrong thing. the formal grammar systems of the time did not give them the necessary background knowledge to know when and when not to use grammar.
this is a method used to teach all academic subjects, to just languages. it was developed by georgi lozanov, a bulgarian psychiatrist, who designed this method to counteract fear. he believes that fear of incompetence or mistakes and apprehension regarding that which is new and unfamiliar are the factors that constrain learning rather than ones native intelligence. in this method a child-like trust in the teacher (i.e., infantilization) is fostered in each student. the setting must be comfortable and relaxing (i., soft carpets, easy chairs, pleasant colors). the artsmusic, painting, theaterare aesthetic reinforcers of this physical comfort and pleasure. one takes on a new identify and is given a new name to encourage loss of inhibitions. when used to teach a language, suggestology makes us of lengthy dialogs. these dialogs are read, translated, and reread by the teacher at different rates and with different intonations. each lesson lasts six hours and for homework students are asked to reread the latest dialog at bedtime and after rising in the morning. as the method progresses, communication is emphasized and grammar and pronunciation are de-emphasized.
the method is designed for teaching academic subjects and uses a variety of instructional strategies to teach grammar points. students learn grammar by listening and speaking. to teach grammatical structures, the teacher uses materials prepared by the author. students are asked to listen to and then to imitate the grammatical structures. the teacher begins by using informal, natural conversation with the students. students are encouraged to attempt to improve their pronunciation. the teacher then begins to use the materials as a means of teaching the structures. the students are asked to listen to the materials while the teacher plays the role of the model. the teacher then uses the materials as a means of teaching the structures. the students are asked to use the materials as a means of practicing the structures. the materials are used with the teacher to teach the structures. the students are asked to use the materials to play the role of the model.
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