12. Concepto de gramática: reflexión sobre la lengua y su aprendizaje de la gramática normativa a la gramática en función del uso de la lengua y de la comunicación
when does grammar emerge?
mentalist view
It arises as the end result of the language acquisition process. Mental system that allows people to speak and understand the language. Cognitivism and constructivism
behaviourists
language learning, creation of habits. Structuralism and conductivism
How do children acquire language?
Besides imitation: correction, cognition and inborn knowledge (Chomsky)
Acquisition and learning
second language and foreign language
Linguistic competence and performance
Learner´s variability and interlanguage
Topic principal
CASE STRUCTURE GRAMMAR
Charles Fillmore. One of the first linguists to introduce a representation of linguisticknowledge that blurred the distinction between syntactic and semanticknowledge. LK organized around verbs, or more precisely, a verb tense. Associated with each verb is a set of cases - some are compulsory(sentence ungrammatical if ommited), others optional-. Positive: it allows learner the possibilityinferring. Negative: is not a particularly good representation for use in parsing sentences that involve complex syntactic contructions. Besides, it does not encourageinteraction
Subtopic
TRADITIONAL OR NORMATIVE GRAMMAR
4thBC- 2 A.D.Roman grammarians. English grammarians, terminology, sophiscication
Two types of traditional grammar
school or pedagogical grammars, simplification of the work of scholarly grammarians
scholarly or scientific grammars of the late 19th and 20th ie Jespersen´s grammar
Traditional grammars have a morphological orientation, mainly concerned with the study of word formation. 8 parts of speech: noun, verb, pronoun, adjective, adverb, preposition, conjunction and interjection. Grammar translation method (explain)
Saussure´s Course de Linguistique General in 1916 meant a breakthough in the concept of language. Language elements are related to one another in a system of language or network systems. Therefore, a shift from an item centred view of language to one which is structured centred was produced. A structural grammar was taking place
STRUCTURAL GRAMMAR
Sounds, words and parts of sentences have not linguistic significance by themselves. They have significance only as they contrast and combine with other items in the patterns of a linguistic system. During 40s and 50s an important group of linguists including Bloch, Wells, Harris and Hockett published a substantial body of work known as structural, taxonomic or Bloomfieldan grammar
Taxonomic grammar, linguistic analysis concerned with the segmantation and classification of utterances without making reference to the deeper more abstracts levels of ling. organisation. Grammatical categories should not be defined in terms of distribution. The structure should be described without reference to categories such as tense, mood and parts of speech. The units of analysis are defined in relation to each other. Main aim-,. the study of the sentence
Several structural frameworks of English have been proposed by Fries, Nida Nelson, Francis and Pike.
Fries. 4 major ''form classes'' and 15 groups of ''function words''.His 4 major ''form classes'' would convey 4 traditional parts of speech: noun, verb, adjective and adverbs. Fries´s ''function words'' could correspond to traditional terms such as ''article'', ''preposition'' and ''auxiliary''. However, they do not exactly coincide.
Pike proposedtagmetic analysys. Function and form should be expressed together , in strings such as S: NP+P:VP+O:NP. Tagnemes are strung together into sequences referred as contructions. Theses structurral grammars proved popular among language teachers: apparent precision and objectivity, learners accept notion of a set of gram. patterns. Shortcoming;_: doesn´t take into account creative aspect, not context, boring, learners not able to transfer to real life
Segments each sequence of elements of a sentence into its constituents parts. All the elements in the analysis are directly related to the linearly arranged sequence of events in the text. Hierarchical bracketing
TRANSFORMATIONAL OR GENERATIVE GRAMMAR
reaction to structural grammar, because it didn´t cater for creativity and free use of language
Comsky´s Syntactic Structures in 1957. Deep and surface structure
Deep structure. Direct representation of the basic semantic relations underlying a sentence, and mapped onto the sentence structure via transformations Similarity between the deep struct. of languages, which were concealed by their surface structures- universal grammar could be possible
competence and performance
COMMUNICATIVE GRAMMAR
In contrast to Chomsky's narrowness in his linguistic desription, Communicative grammar points out that knowing a language involves not only the ability to compose correct sentences, but also the ability to use them appropriately in acts of communication.
Campbell and Wales speak about communicative competence as the linguistic ability to produce or understand utterances which are not so much grammatical but appropiate in the context they are made. Aim use vs usage in notional grammar. ie I´m starving=seve me dinner
What was the effect of the appearance of theses grammars on school syllabi?
the grammatical syllabus asks itself ''how do language speakers of a certain language express themselves?The syllabus presents units of learning defined in grammatical terms, howevers, students cannot see the practicality of it
The semantic or notional syllabus ''what are notions that any learner will need to express?. Communicative value
The situational syllabus ''when and where do we need language? In context. In practice is difficult to define what a situation is and allocate real language in it
static for 2000 years until linguists in the 20th C began to question it. Views
product in linguistic competence
autonomous entity, with its inner set of rules and a language adquisition device
tool for communicative competence
FUNCTIONAL NOTIONAL GRAMMAR
Sprang out as an attempt to emphasize communicative intentions. It appeared in the 70s as a product of the Council of Europe´s effort to establish a common syllabus for learning different languages. Functions and notions represent universal categories of human thinking, they do not vary among languages.
It focuses on language In use : students LEARN HOW TO USE LANGUAGE IN DIFFERENT SITUATIONS: HOSPITAL, restaurant... rather than the general structure of languages=< external contexts of use within personal, public, occupational and educational domains
Three key concepts
Functions. Represent the intentions of the speaker (describe, advise, warn). They are concerned with social behaviour
Ideational function. It constructs the content of the message
Notions are the categories in which we divide reality. Time, frequency, gender and number, for instance
Interpersonal function. It reflects the management of the interpersonal roles and relationships in communication. Manifested by the grammatical category of mood: declarative, interrogative and negative
Halliday´s 3 abstract macro functions
The area that reflects the ideational function of language is the transitivity system of grammar - accounting of types of processes in which participant and circumstantial roles are involved
Exponents are what is purely grammatical
Textual function. It creates overall communicative text. 6 sets of options.
information. Anytext in spoken Engish is organised into information units. Each of them is marked by tone groups
thematization: it is realised by the sequence of elements in the sentence or clause. Theme+rheme
identification. In certain sentences, the first part has the function of something or someone to be identified and identifier.