GRAMMAR IN FOREING LANGUAGE TEACHING

Year 2008, Issue: 141, 67 - 84, 01.09.2008

Dilek Peçenek

https://doi.org/10.1501/Dilder_0000000099

Cited By: 1

Abstract

This study firstly aims at analyzing implications of Descriptive Grammars and findings of Second Language Acquisition Research on teaching grammar in foreignlanguage. Secondly it intends to present options in grammar teaching based onknowledge highlighted by Cognitive Approach. The matter of analysis has beendone within the frame of foreign language teaching approaches in the limitation ofgrammar teaching perspectives

Keywords

Foreign language teaching, grammar teaching, descriptive grammar, formal grammar, functional grammar, second language acquisition research

YABANCI DİL ÖĞRETİMİNDE DİLBİLGİSİ

Abstract

Bu çalışmada, Betimsel Dilbilgilerinden Biçimsel ve İşlevsel Dilbilgisinin, bununyanı sıra İkinci Dil Edinimi Araştırma bulgularının yabancı dil öğretimine yansımalarının incelenmesi ve Bilişsel Yaklaşımın öne çıkardığı bilgiye dayalı günceldilbilgisi öğretimi önerilerinin sunulması amaçlanmıştır. Söz konusu incelemeyabancı dil öğretimi yaklaşımları çerçevesinde dilbilgisi öğretimi görünümleriylesınırlandırılarak gerçekleştirilmiştir

Keywords

Yabancı dil öğretimi, dilbilgisi öğretimi, betimsel dilbilgisi, biçimsel dilbilgisi, işlevsel dilbilgisi, ikinci dil edinimi araştırmaları

References

• Anderson, J. R. (1980). Cognitive psychology and its implications (3. baskı). New York: W. H. Freeman & Co.
• Benucci, P. (1994). La grammatica nell’insegnamento dell’italiano a stranieri. Siena: Bonacci.
• Bloomfield, L. (1933). Language. New York: Holt, Rinehart and Winston.
• Bohannon, N. J. ve Bonvillian, D. J. (2001). Theoretical approaches to language acquisition. J. B. Gleason (Yay.), The development of language (5. baskı) (121-132) içinde. Boston: Allyn and Bacon.
• Brown, H. D. (2001). Teaching by principles: An interactive approach to language peda- gogy (2. baskı). New York: Longman.
• Brumfit, C. J., Mitchell, R. ve Hooper, J. (1996). Grammar, language and classroom prac- tice. M. Hughes (Yay.), Teaching and learning in changing times (ss. 70-87) içinde. Oxford: Blackwell.
• Canale, M. ve Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1, 1-47.
• Carroll, J. (1966). The contributions of psychological theory and educational research to teaching of foreign languages. A. Valdman (Yay.), Trends in language teaching. (ss. 93-106) içinde. New York: McGraw-Hill.
• Chastain, K. (1971). The development of modern language skills: Theory to practice. Chicago: Rand McNally.
• Chomsky, N. (1957). Syntactic structures. The Hague: Mouton.
• Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: MIT Press.
• Chomsky, N. (1976). Reflections on language. London: Temple Smith.
• Ciliberti, A. (1996). Manuale di glottodidattica. Firenze: La Nuova Italia.
• Cook, G. (1994). Repetition and learning by heart: An aspect of intimate discourse, and its implications. ELT Journal 48(2), 133-141.
• Crystal, D. (1999). The Penguin dictionary of language (2. baskı). London: Penguin Books.
• Crystal, D. (2008). A Dictionary of linguistics and phonetics (6. baskı). MA: Blackwell.
• DeKeyser, R. (1998). Beyond focus on form: Cognitive perspectives on learning and prac- ticing second language grammar. C. Doughty ve J. Williams (Yay.), Focus on form in classroom language acquisition (pp. 42-63) içinde. New York: Cambridge University Press.
• Dik, S. (1978). Functional grammar. Amsterdam: North-Holland Publishers.
• Doughty, C. ve Williams, J. (Yay.) (1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
• Dulay, H. S. ve Burt, M. K. (1973). Should we teach children syntax? Language Learning 23, 245-258.
• Dulay, H. S. ve Burt, M. K. (1974). Natural sequences in child second language acquisition. Language Learning, 24, 37-53.
• Ellis, R.(2001). SLA research and language teaching. Oxford: Oxford University Press.
• Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
• Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
• Firth, J. P. (1950). Personality and language in society. Sociological Review 42(2), 37–52.
• Fotos, S. (1993). Conscious raising and noticing through focus on form: Grammar task per- formance versus formal instruction. Applied Linguistics (14)4, 385-407.
• Fotos, S. (2001). Cognitive approaches to grammar teaching. M. Celce-Murcia (Yay.), Teaching English as a second and foreign language (ss. 265-283) içinde. Boston, MA: Heinle & Heinle.
• Fries,C. C. (1952). The structure of English: An introduction to the construction of English sentences. New York: Harcourt, Brace and Co.
• Gass, S. M. ve Selinker, L. (2008). Second language acquisition: An introductory course. New York: Routledge.
• Halliday, M. A. K. (1970). Language structure and language function. J. Lyons (Yay.), New horizons in linguistics (ss. 140-164) içinde. Harmondsworth, England: Penguin.
• Halliday, M.A.K. (1985). An introduction to functional grammar. London: Baltimore, Md., USA: Edward Arnold. (2. baskı, 1994).
• Harley, B. ve Swain, M. (1984). The interlanguage of immersion students and its implica- tions for second language teaching. A. Davies, C. Criper ve A. Howatt (Yay.), Interlanguage (ss. 291-311) içinde. Edinburgh: Edinburgh University.
• Harris, Z. S. (1951). Structural linguistics. Chicago: University of Chicago Press.
• Hengeveld, K. ve Mackenzie, J. L. (2008). Functional discourse grammar: A typologically- based theory of language structure. USA: Oxford University Press.
• Hillocks, G., Jr. ve Smith, M. W. (2003). Grammars and literacy learning. J. Flood, J. Jensen, D. Lapp ve J. Squire (Yay.), Handbook of research on teaching the English language arts (2. baskı) (ss. 721-737) içinde. Mahwah, NJ: Erlbaum.
• Hinkel, E. ve Fotos S. (2002). New perspectives on grammar teaching in second language Classrooms. Mahwah, NJ: Erlbaum.
• Hopper, P. ve Thompson, S. (1980). Transitivity in grammar and discourse. Language 56(2), 251-299.
• Hymes, D. (1970). On communicative competence. J. J. Gumperz ve D. Hymes (Yay.), Direction in sociolinguistics. New York: Holt, Rinehard ve Winston.
• Johnson, K. ve Johnson, H. (1988). The encyclopedic dictionary of applied linguistics: A handbook for language teaching. Oxford: Blackwell.
• Krashen, S. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
• Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.
• Krashen, S. (1985). The Input Hypothesis issues and implications. London: Longman.
• Larsen-Freeman, D. (2001). Grammar. R Carter ve D. Nunan (Yay.), The Cambridge guide to teaching English to speakers of other languages (ss. 34-41) içinde. Cambridge: Cambridge University Press.
• Larsen-Freeman, D. (2003). Teaching language from grammar to grammaring. Boston: Thomson Heinle.
• Lightbown, M. P. (1983). Exploring relations between developmental and instructional sequences in L2 acquisition. H. G. Seliger ve M. H. Long (Yay.), Classroom- orient- ed research in second language acquisition (ss. 217-243) içinde. Rowley, MA: Newbury House.
• Lightbown, M. P. ve Spada, N. (1999). How languages are learned (2. baskı). New York: Oxford University Press.
• Long, M. (1983). Does second language instruction make a difference? A review of the research. TESOL Quarterly, 17, 359382.
• Long, M. ve Robinson, P. (1998). Theory, research and practice. C. Doughty ve J. Williams (Yay.), Focus on form in classroom second language acquisition (ss.15-63) içinde. Cambridge: Cambridge University Press.
• Long, M. H. (1991) Focus on form: A design feature in language teaching methodology. R. G. Kees de Bot ve C. Kramsch (Yay.), Foreign language research in cross-cultural perspective (ss. 39-52) içinde. Amsterdam ve Philadelphia: John Benjamins Publishing Co.
• McLaughlin, B. (1987). Theories of second languge learning. London: Edward Arnold.
• Nassaji ve Fotos (2007). Issues in form focused instruction and teacher education. S. Fotos ve H. Nassaji (Yay.), Focus on form and teacher education: Studies in honour of Rod Ellis (ss. 7-15) içinde. Oxford, UK: Oxford University Press
• Newmeyer, F. J. (1998). Language form and language function. MA: MIT Press.
• Nunan, D. (2003). Practical English language teaching. Singapore: Mc Graw Hill.
• Odlin, T. (1994). Perspectives on pedagocical grammar. New York: Cambridge University Press.
• Owens, E. R. (2001). Language development: An introduction (5. baskı). Boston: Allyn and Bacon.
• Pica, T. (1983). Adult acquisition of English as a second language under different conditions of exposure. Language Learning, 33, 465-97.
• Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Pres.
• Radford, A. (1997). Syntax: A minimalist introduction. Cambridge: Cambridge University Press.
• Richards, J. C., Platt, J. ve Platt, H. (1992) Dictionary of language teaching and applied lin- guistics. (2. baskı). Harlow: Longman.
• Richards, J. C. ve Rogers, T. S. (1986). Approaches and methods in language teaching (2. baskı). Cambridge: Cambridge University Press.
• Savignon, J. S. (2005). Communicative language teaching: Strategies and goals. E. Hinkel (Yay.), Handbook of research in second language teaching and learning (ss. 635- 651) içinde. New Jersey: Lawrence Erlbaum.
• Schmidt, R. W. (1990) The role of consciousness in second language learning. Applied Linguistics 11(2), 17-46.
• Seliger, H. W. (1979). On the nature and function of language rules in language teaching. TESOL Quarterly 13(3), 359-69.
• Sharwood-Smith, M. (1981). Consciousness-raising and the second language learner. Applied Linguistics 2, 159-169.
• Sharwood-Smith, M. (1993). Input enhancement in instructed SLA: Theoretical bases. Studies in Second Language Acquisition 15(2), 165-179.
• Skinner, B. F. (1957). Verbal behaivour. New York: Appleton-Century-Crofts.
• Stevick, E. W. (1980). Teaching languages: A way and ways. Rowley, Mass: Newbury House Publishers.
• Stranzy, P. (2005). Encyclopedia of linguistics. New York: Fitzroy Dearborn, Taylor & Francis Group.
• Terrell, T. D. (1982). The natural approach to language teaching: An update. Modern Language Journal 66, 121-132.
• Thornbury, S. (2001). Uncovering grammar. NH, Portsmouth:Heinemann.
• Trask, R. L. (2007). Language and linguistics: The key concepts. New York: Routledge.
• Wilkins, D. A.(1972). Grammatical, situational and notional syllabuses. AILA Proceedings Julius Gross Verlag, Germany.