Textbook Grammar: Does It Reflect Native Speaker Speech?

Glisan, Eileen W.; Drescher, Victor

doi:10.1111/j.1540-4781.1993.tb01941.x

Cited by 25 publications

(6 citation statements)

References 30 publications

(1 reference statement)

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“…The functional views expressed in the replies seem to support the view of the usefulness of grammar in teaching and learning when it is used as a meaningful resource for communication and interaction and is compatible with usagebased functional and discourse-oriented views on language (see Chalker 1994;Glisan & Drescher 1993;Leech 1994;Tomlin 1994). …”

Section: Functional Perspectivesmentioning

confidence: 81%

Grammar is the heart of language: grammar and its role in language learning among Finnish university students

Saaristo¹

2015

Voices of Pedagogical Development – Expanding, Enhancing and Exploring Higher Education Language Learning

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Section: Functional Perspectivesmentioning

confidence: 81%

Grammar is the heart of language: grammar and its role in language learning among Finnish university students

Saaristo¹

2015

Voices of Pedagogical Development – Expanding, Enhancing and Exploring Higher Education Language Learning

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“…These experts independently evaluated 100 randomly selected instances from our dataset using a 5-point Likert scale (1 denotes the worst and 5 denotes the best), solely considering the fluency of the generated explanations and disregarding their validity. To evaluate the validity aspect, we recruited four advanced ESL learners 3 from the university with which the authors are associated, because these learners possess a strong understanding of textbook grammar (Glisan and Drescher, 1993). Similarly, these annotators used a 5-point Likert scale to assess the validity of 100 instances.…”

Section: Dataset Analysismentioning

confidence: 99%

ClozEx: A Task toward Generation of English Cloze Explanation

Zhang,

Mita,

Komachi

2023

Findings of the Association for Computational Linguistics: EMNLP 2023

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Providing explanations for cloze questions in language assessment (LA) has been recognized as a valuable approach to enhancing the language proficiency of learners. However, there is a noticeable absence of dedicated tasks and datasets specifically designed for generating language learner explanations. In response to this gap, this paper introduces a novel task ClozEx of generating explanations for cloze questions in LA, with a particular focus on English as a Second Language (ESL) learners. To support this task, we present a meticulously curated dataset comprising cloze questions paired with corresponding explanations. This dataset aims to assess language proficiency and facilitates language learning by offering informative and accurate explanations. To tackle the task, we fine-tuned various baseline models with our training data, including encoder-decoder and decoder-only architectures. We also explored whether large language models (LLMs) are able to generate good explanations without finetuning, just using pre-defined prompts. The evaluation results demonstrate that encoderdecoder models have the potential to deliver fluent and valid explanations when trained on our dataset. 1

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“…Inclusion of instances from naturally occurring English language in textbooks is of utmost importance because if grammar is to be taught for communicative purposes, textbooks are to present the structures that 'reflect the current-day native speaker discourse' (Glisan & Drescher, 1993: 24). In this sense, Boxer and Pickering (1995) In parallel with this idea, grammar features in today's textbooks should reflect the target language as it is used currently by native speakers because only in this case, the type of grammatical information could be useful and beneficial for learners (Glisan & Drescher, 1993).…”

Section: "The Textbook Is An Almost Universal Element Of Elt Teachingmentioning

confidence: 99%

“…These studies concluded that there were noticeable mismatches between textbooks and naturally occurring language in frequency and function of the language patterns analyzed. Accordingly, grammar explanations in textbooks are far from the reality of the native speaker language and textbooks include artificial contents, dialogues and conversations and thus fail to reflect the authentic language and lack reliability and accuracy (Glisan & Drescher, 1993;Liu, 2008;Ming-yi, Fei-yu, & Sy-ying, 2011). …”

Section: "The Textbook Is An Almost Universal Element Of Elt Teachingmentioning

confidence: 99%

“…Thus, the coverage of progressive use of stative verbs in corpus-informed textbooks calls for a research. As grammar featured in contemporary textbooks should reflect the target language as it is currently used in native speaker language (Glisan & Drescher, 1993), having an insight into the recent corpus-informed grammar textbooks designed for English language learners could provide with a better understanding of the progressive use of stative verbs.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An Analysis of Stative Verbs Used with the Progressive Aspect in Corpus-informed Textbooks

Belli¹

2017

ELT

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This study was designed to investigate whether contemporary corpus-informed grammar textbooks written for English language learners and teachers presented the progressive use of stative verbs and if yes, which stative verbs were presented to occur with the progressive aspect and for which functions they took this aspect. A corpus of six electronic copies of corpus-informed textbooks was compiled and analyzed via AntConc. 3.2.4 text analysis program to identify types and functions of stative verbs and calculate their occurrences. Overall, textbooks differed in their treatment of the progressive use of stative verbs and inclusion of the variety and numbers of types and functions. One remarkable finding was that the stative verbs taking the progressive aspect in all textbooks were found to be associated with emotions (i.e. love) whereas those not allowing progressive use were related to cognition (i.e. know). Another remarkable finding was that the textbooks which presented the highest numbers of stative verb types provided the most diverse functions whereas the textbooks which included the least numbers of stative verbs provided one or no function. Findings are hoped to raise awareness among textbook writers in making use of both the communicative messages motivated by the progressive use of stative verbs and the frequency and saliency information based on the corpus of present-day English to help learners grasp the changes in the language use.

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Textbook Grammar: Does It Reflect Native Speaker Speech?

Cited by 25 publications

References 30 publications

Grammar is the heart of language: grammar and its role in language learning among Finnish university students

Grammar is the heart of language: grammar and its role in language learning among Finnish university students

ClozEx: A Task toward Generation of English Cloze Explanation

An Analysis of Stative Verbs Used with the Progressive Aspect in Corpus-informed Textbooks

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