Pedagogical grammar

Dirven, René

doi:10.1017/s0261444800005498

Cited by 23 publications

(5 citation statements)

References 81 publications

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“…Pedagogic Grammar: A Definition A common sense definition for PG would probably be construed as &dquo;grammar for teaching.&dquo; In actuality many definitions have been introduced for pedagogic grammar. For example, Chalker's (1994) definition (which is built upon the work of Corder, 1975, Greenbaum, 1987and Dirven, 1990 defines pedagogic grammar as a systematic study of the language which:…”

Section: The Grammar Stigmamentioning

confidence: 99%

An Introduction To Data-Driven Learning

Hadley

2002

RELC Journal

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This paper studies the rationale for allowing Data-driven learning (DDL) more prominence in the EFL classroom. After covering some pertinent issues and developments in the field of pedagogic grammar (PG), the case for DDL will be discussed. The last part of this paper features uses of data-driven learning with Japanese university students, with special consideration given to their reactions to this new form of grammar learning.

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Section: The Grammar Stigmamentioning

confidence: 99%

An Introduction To Data-Driven Learning

Hadley

2002

RELC Journal

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“…The fact that operators are likely to occur in elementary pedagogic materials and apposition in advanced coursebooks (e.g. Soars and Soars, 2003) only confirms the standard complaint (Dirven, 1990;Biber and Reppen, 1998;Rimmer, 2004) that grammar syllabuses are derived from intuition and tradition rather than empirical research data. We lack a principled and comprehensive grading and sequencing of grammar items that can be operationalized in testing, and there is evidence to suggest that our intuition of complexity may not be very reliable.…”

Section: Introductionmentioning

confidence: 99%

Measuring grammatical complexity: the Gordian knot

Rimmer

2006

Language Testing

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Grammar is central to language description and a posteriori construct validation of language tests consistently identifies grammar as a significant factor in differentiating between score levels and characterizing overall proficiency. However, there is currently no model of grammatical competence robust enough to be operationalized in tests. Critical to describing grammatical competence is complexity of form and structure, yet grammatical complexity is poorly defined in linguistics and its sub-disciplines, including language assessment. This article argues that the inherent subjectiveness of complexity can be much reduced by a research methodology that combines input from corpora with expert intuition of the linguistic status of the grammatical items retrieved. The significance of the discussion is that, in addition to contributing to the on-going process of construct validity, a corpus-informed study of complexity has the potential to reconcile the tension in theoretical linguistics between grammar as being sentence-bound and grammar as discourse.

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“…Between the two poles, there is pedagogical grammar, the grammar for learners and teachers, the grammar for the programs of the P-ISSN: 1979-0457 teaching-learning processes in language classrooms. It is a kind of grammar which combines the principles of descriptive and pedagogical grammar for educational purposes and academic programs of language learning (see Bygate, Tonkyn, & William, 1994;Odlin, 1994;Dirven, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

GERUND IN ENGLISH: A Morpho-Semantic Note for EFL Learners in Indonesia

Jufrizal

Refnita

2021

Lingua Didaktika

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Two questions are to answer as the basis for data analysis and discussion, namely: (i) does English gerund belong to nominalization or verbalization?; and (ii) why do EFL learners in Indonesia academically need to understand the morpho-semantic properties of the English gerunds? The data presented and analyzed in this paper were collected by means of a short-limited research in the form of library study and supported by writers’ experience as the lecturers of English Grammar and Linguistics. The data analysis and discussion are based on relevant linguistic theories of morpho-syntactic properties of gerunds and those which belong to the principles of Pedagogical Grammar of EFL. The result of data analysis reveals that gerund in English is both nominalization and verbalization with certain morpho-semantic characteristics. As English gerunds are practically productive and linguistically unique, the EFL learners in Indonesia undoubtedly need the linguistic-grammatical knowledge and they are proceeded to have the ability to use gerunds grammatically. The idea delivered through this paper is believed as a significant note for EFL learners, particularly in Indonesia.

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Pedagogical grammar

Abstract: point de rencontre oblige entre enseignants de langue maternelle et de langue etrangere. Francis dans le Monde, ill

Cited by 23 publications

References 81 publications

An Introduction To Data-Driven Learning

An Introduction To Data-Driven Learning

Measuring grammatical complexity: the Gordian knot

GERUND IN ENGLISH: A Morpho-Semantic Note for EFL Learners in Indonesia

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