Task-based grammar teaching of English

Оглавление

Susanne Niemeier. Task-based grammar teaching of English

Inhalt

0. Introduction

Further reading

Introduction to part I

1. Grammar in the foreign language classroom

1.1 Current situation

1.2 A brief history of grammar teaching

Further reading

2. Task-based language teaching

2.1 The development of task-based language teaching

2.2 The task cycle

2.2.1 Pre-task

2.2.2 Task

2.2.3 Language focus

2.3 The role of grammar in task-based language teaching

Further reading

3. Cognitive grammar

3.1 The development of cognitive linguistics

3.1.1 Embodiment

3.1.2 Lexis-grammar continuum

3.1.3 Categorization

3.1.4 Usage-based perspective

3.1.5 Perspective on language acquisition

3.2 The cognitive grammar perspective on language

3.2.1 The centrality of meaning

3.2.2 Construal

3.3 Pedagogical applications of cognitive grammar

3.3.1 Advantages of applied cognitive grammar

3.3.2 Research on applied cognitive grammar

Further reading

4. Cognitive grammar and task-based language teaching

Further reading

Introduction to part II

5. Tense

5.1 A cognitive grammar perspective on tense

5.2 The present tense

5.2.1 Form

5.2.2 Meaning

5.2.3 Communicative situation and didactic reduction

5.2.4 The task cycle

5.2.5 Alternatives

5.3 The past tense

5.3.1 Form

5.3.2 Meaning

5.3.3 Communicative situation and didactic reduction

5.3.4 The task cycle

5.3.5 Alternatives

Further reading

6. Aspect

6.1 Form

6.2 Meaning

6.2.1 Lexical aspect

6.2.2 Grammatical aspect

6.2.3 Non-prototypical uses of aspect

6.3 Communicative situation and didactic reduction

6.4 The task cycle

6.5 Alternatives

Further reading

7. Modality

7.1 Form

7.2 Meaning

7.2.1 Root modality

7.2.2 Epistemic modality

7.3 Communicative situation and didactic reduction

7.4 The task cycle

7.5 Alternatives

Further reading

8. Conditionals

8.1 Form

8.2 Meaning

8.2.1 Mental Space Theory

8.2.2 Potentiality space

8.3 Communicative situation and didactic reduction

8.4 The task cycle

8.5 Alternatives

Further reading

9. The passive voice

9.1 Form

9.2 Meaning

9.2.1 Highlighting function

9.2.2 Research results

9.3 Communicative situation and didactic reduction

9.4 The task cycle

9.5 Alternatives

Further reading

10. Prepositions

10.1 Form

10.2 Meaning

10.2.1 Metaphorization

10.2.2 Proto-scenes

10.3 Communicative situation and didactic reduction

10.4 The task cycle

10.5 Alternatives

Further reading

11. Phrasal verbs

11.1 Form

11.2 Meaning

11.2.1 Semantic networks of the particles

11.2.2 Analyses of the particles up, down, out and in

11.3 Communicative situation and didactic reduction

11.4 The task cycle

11.5 Alternatives

Further reading

12. Verb complementation

12.1 Form

12.2 Meaning

12.2.1 Iconicity

12.2.2 The complementizers

12.3 Communicative situation and didactic reduction

12.4 The task cycle

12.5 Alternatives

Further reading

13. Pronouns

13.1 Form

13.2 A cognitive-linguistic perspective on pronouns

13.3 Personal pronouns

13.3.1 Meaning

13.3.2 Communicative situation and didactic reduction

13.3.3 The task cycle

13.3.4 Alternatives

13.4 Possessive pronouns

13.4.1 Meaning

13.4.2 Communicative situation and didactic reduction

13.4.3 The task cycle

13.4.4 Alternatives

Further reading

14. Articles

14.1 Form

14.2 Meaning

14.2.1 Definiteness vs. indefiniteness

14.2.2 Boundedness vs. unboundedness

14.3 Communicative situation and didactic reduction

14.4 The task cycle

14.5 Alternatives

Further reading

15. Conclusion

Fußnoten. 1.1 Current situation

1.2 A brief history of grammar teaching

2. Task-based language teaching

2.1 The development of task-based language teaching

2.2.1 Pre-task

2.2.2 Task

2.2.3 Language focus

2.3 The role of grammar in task-based language teaching

3. Cognitive grammar

3.1 The development of cognitive linguistics

3.1.1 Embodiment

3.1.2 Lexis-grammar continuum

3.1.3 Categorization

3.1.4 Usage-based perspective

3.1.5 Perspective on language acquisition

3.2 The cognitive grammar perspective on language

3.2.2 Construal

3.3.1 Advantages of applied cognitive grammar

3.3.2 Research on applied cognitive grammar

Introduction to part II

5.1 A cognitive grammar perspective on tense

5.2.1 Form

5.2.2 Meaning

5.2.3 Communicative situation and didactic reduction

5.2.4 The task cycle

5.3.2 Meaning

5.3.3 Communicative situation and didactic reduction

5.3.4 The task cycle

5.3.5 Alternatives

6. Aspect

6.2 Meaning

6.2.1 Lexical aspect

6.2.2 Grammatical aspect

6.2.3 Non-prototypical uses of aspect

6.3 Communicative situation and didactic reduction

6.4 The task cycle

7.1 Form

7.1 Form

7.2 Meaning

7.2.1 Root modality

7.2.2 Epistemic modality

7.3 Communicative situation and didactic reduction

7.4 The task cycle

7.5 Alternatives

8.1 Form

8.2.1 Mental Space Theory

8.2.2 Potentiality space

8.3 Communicative situation and didactic reduction

8.4 The task cycle

9. The passive voice

9.1 Form

9.2.2 Research results

9.3 Communicative situation and didactic reduction

9.4 The task cycle

10. Prepositions

10.1 Form

10.2.1 Metaphorization

10.2.2 Proto-scenes

10.3 Communicative situation and didactic reduction

10.4 The task cycle

11.1 Form

11.2.2 Analyses of the particles up, down, out and in

11.3 Communicative situation and didactic reduction

11.4 The task cycle

12.2.1 Iconicity

12.2.2 The complementizers

12.4 The task cycle

13. Pronouns

13.2 A cognitive-linguistic perspective on pronouns

13.3 Personal pronouns

13.3.1 Meaning

13.3.3 The task cycle

13.3.4 Alternatives

13.4.1 Meaning

13.4.2 Communicative situation and didactic reduction

13.4.3 The task cycle

14. Articles

14.1 Form

14.2.1 Definiteness vs. indefiniteness

14.2.1 Definiteness vs. indefiniteness

14.2.2 Boundedness vs. unboundedness

14.4 The task cycle

Über Susanne Niemeier

Отрывок из книги

Dedicated to my children Daria and Niclas – and to all my students in module 5.3 –

Task-based language teaching stands in the tradition of the multitude of available communicative approaches, which is the reason why it mainly focuses on communication. Fostering communicative skills is certainly far from being a bad idea, but at the same time an exclusive focus on communication may frequently come at the expense of form. Many task-based language classrooms (as well as a sizable part of the task-based language teaching literature) therefore largely avoid grammar teaching, as the concepts of ‘grammar teaching’ in the teachers’ minds are generally connected to something negative, something that “has to be done” but is not necessarily fun. This rather negative attitude towards grammar is observable in many teachers and teacher trainees, who transport it subconsciously – and probably unwillingly – to their learners.

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WIDDOWSON, Henry (1990): Aspects of language teaching. Oxford: Oxford University Press.

Comparing can mean, for example, that the learners try to find similarities or differences between what the individual group members above prepared or between what the different groups came up with. To stick to the example above, if several groups listed and ordered places and sites for an upcoming class trip, not all groups will have the same results and a solution has to be found how to evaluate the differences.

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