ANGLADA LILIANA BEATRIZ
Capítulos de libros
Título:
Reflections on English grammar instruction in EFL/ESL educational settings
Libro:
Content Knowledge in English Language Teacher Education: International Insights
Editorial:
Bloomsbury Academic
Referencias:
Lugar: Londres; Año: 2020; p. 49 - 63
Resumen:
The word "grammar" often evokes the notions of sequence, structure and patterns. The teaching of grammatical patterns in a language has a long-standing tradition in educational contexts where language is taught, whether it be a native language or a second or foreign language. Among the many approaches to the teaching of the grammar of a second or foreign language, at least two deserve attention because they compete in terms of foci and claims of effectiveness. One approach, which has been used in the past and is currently used at different levels of schooling , is based on showing ESL/EFL students how words are put together to form phrases and sentences of varying degrees of complexity. This approach often requires that the students produce similar structures and/or are capable of explaining the meaning of those structures without paying much attention to the context of production. Another more recent development in the teaching of grammar, which puts the emphasis on meaning and function rather than on form, is based on the assumption that when human beings use language they do so in a situational context and for a purpose and, as a result, the parts of the written or spoken texts acquire particular meanings depending on both context and purpose. Relying on university teachers? experiences in using the second approach, this chapter will address some intricacies and challenges involved in the task of making students aware of the relationship between two main dimensions: the lexical choices and structures of sentences, on the one hand, and the content, purpose, and situational context, on the other. The explorations and reflections will center around topics such as textual reference, connectors, the internal organization of sentences, and the expression of modality in authentic texts, obtained from articles in online newspapers.Boccia, C. (2013). Working with Texts in the EFL Classroom. Mendoza: Editorial Universidad Nacional de Cuyo, EDIUNC.Eggins, S. (2004). An Introduction to Systemic Functional Linguistics. London: Continuum.Grabe, W. (2003). Reading and writing relations: Second language perspectives on research and practice. En Kroll, Barbara (Ed.) Exploring the Dynamics of Second Language Writing. (242-62). New York: Cambridge University Press.Halliday, M., & C. Matthiessen. (2014). An Introduction to Functional Grammar (4th Edition). New York: Routledge.Halliday, M.A.K. (1978). Language as Social Semiotic. London: Arnold. Halliday, M.A.K. (1994). Introduction to Functional Grammar. London: Edward Arnold.Hyland, K. (2004). Genre and Second Language Writing. Ann Arbor: The University of Michigan Press.Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox.Martin, J.R., & Rose, D. (2005). Designing literacy pedagogy: Scaffolding democracy in the classroom. En J. Webster, C. Matthiessen & R. Hasan (Eds.), Continuing discourse on language: A functional perspective (pp. 251-280). London: Equinox.Martin, J.R., & Rose, D. (2008). Genre relations: Mapping culture. London: Equinox.Moyano, E. (2007). Enseñanza de habilidades discursivas en español en contexto pre-universitario: Una aproximación desde la LSF. Revista Signos, 40(65), 573-608. doi: http://dx.doi.org/10.4067/S0718-09342007000300009Rose, D. & Martin, J. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy of the Sydney School. Sheffield: Equinox Publishing.Thompson, G. (2007). Introducing Functional Grammar. London: Arnold.