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Lesson1 - Structures of English

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804 views

Lesson1 - Structures of English

Uploaded by

Jenny Liquigan Tagacay
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 47

Eng 201 – STRUCTURES

OF ENGLISH

EVELYN L. PACQUING
[email protected]
0995 873 5581
I am a PAULINIAN!
VISION
ST. PAUL UNIVERSITY
PHILIPPINES is an
internationally recognized
institution dedicated to the
formation of competent
leaders and responsible
citizens of their communities,
country and the world.
MISSION
Animated by the gospel and guided by the
teachings of the Church, it helps to uplift
the quality of life and to effect social
transformation through:

• Quality, Catholic, Paulinian formation,


academic excellence, research and
community service;
• Optimum access to Paulinian education and
service in an atmosphere of compassionate
caring; and
• Responsive and innovative management
processes.
Take Note:
• The SPUP Vision and Mission are
reflected in the Paulinian Core Values
Framework and the SPUP Learning
Framework which have been adopted
by the university.

• The core of the Curricula of Studies is


embedded in the Paulinian Core
Values (the 5 Cs) namely: Charism,
Charity, Commission, Community and
with CHRIST as the CENTER of
Paulinian life.
PAULINIAN CORE VALUES
(The 5 Cs)
• CHRIST –Christ is the CENTER of Paulinian life. The
Paulinian follows and imitates Christ, doing
everything in reference to Him.

• COMMISSION – The Paulinian has a mission – a


LIFE PURPOSE to spread the Good News. Like
Christ, he/she actively works “to save” this world, to
make it a better place to live in.

• COMMUNITY – The Paulinian is a RESPONSIBLE


FAMILY MEMBER and CITIZEN, concerned with
building communities, promotion of peoples,
justice and peace, and the protection of the
environment.
PAULINIAN CORE VALUES
(The 5 Cs)

• CHARISM – The Paulinian develops his/her


GIFT/TALENTS to be put in the service of
the community, he/she strives to grow and
improve daily, always seeking the better
and finer things and the Final Good.

• CARITAS – urged on by the LOVE OF


CHRIST, the Paulinian is warm, loving,
hospitable and “all to all”, especially to the
underprivileged.
QUALITY POLICY

St. Paul University


Philippines provides
Quality Catholic
Paulinian Education in a
Caring Environment.
This course is offered as a
basic English subject for the MAED &
MST – English Program. It covers a
basic review of the instances
(structures) of grammar of the
English language and their correct
usage. It involves a thorough analysis
of the structure classes from the
word to the sentence level.
I. Introduction
A. SPUP Vision-Mission
B. Our Knowledge of the Language
II. Lexical & Grammatical Categories
III. Phrases
IV. Clauses
V. Sentences
Regular Attendance
Active Participation
Graded Activities
Topic Presentation
Research-based Paper
Midterm and Final Exams
Aarts, B. (2013). English syntax and
argumentation. New York :Palgrave.
Fromkin, V. et. Al. (2015). Introduction to Language.
Australia: Cengage.
Murcia, M. (2008). Teaching English as a second or
foreign language. UK: Newburry House.
Sim, J. (2008). English Syntax (Ebook). Center for the
Study of Language and Information.
Plag, I. (2002). Word formation in English.
Cambridge: CUP.
Yule, G. (2010). The Study of Language. Cambridge:
CUP.
Email output to:
[email protected]
Email output to:
[email protected]
Email output to:
[email protected]
Any comments?

Email output to:


[email protected]
Any comments?

Email output to:


[email protected]
ACTIVITY #1
[CLASS DISCUSSION]

Email output to:


[email protected]
LANGUAGE TEACHING

THEORETICAL
CONTRIBUTIONS FROM METHODS AIDS
LINGUISTICS, AND AND
PSYCHOLOGY, AND TECHNIQUES
EQUIPMENT
SOCIAL SCIENCE
COMMUNICATIVE COMPETENCE

FUNCTIONAL/
STRATEGIC PRAGMATIC SOCIOLINGUISTIC DISCOURSE LINGUISTIC
COMPETENCE COMPETENCE COMPETENCE COMPETENCE COMPETENCE
What is Grammar?

“Grammar is the business


of taking a language to
pieces to see how it
works”

- David Crystal
• Language user’s subconscious internal system
• Is the system of language
• Is a set of “rules” of a language
• Is the mental system of rules and categories
that allows humans to form and interpret the
words and sentences of their language
• Is used to fine-tune the meanings we wish to
express
• Adds meanings that are not easily inferable
from the immediate context
The kinds of meanings realized by grammar
are principally:

• Representational – that is, grammar enables


us to use language to describe the world in
terms of how, when and where things happen

Example:
The sun sets at 7:30.
The children are playing in the garden.
• Interpersonal – that is grammar
facilitates the way we interact with
other people when, for example, we
need to get things done using
language.
Example:
• There’s a difference between:
Tickets!
Tickets please.

Can you show me your tickets?


May I see your tickets?
Would you mind if I had a look at your
tickets?
D:\Undergrad\Eng109_Structures of English\Grammar
Matters.mp4
Assignment
Why should we
teach grammar?

IS THERE A PLACE FOR GRAMMAR


TEACHING IN THE CLASSROOM?
SEVEN ARGUMENTS
FOR PUTTING GRAMMAR
IN THE FOREGROUND IN
SECOND LANGUAGE
TEACHING
Why teach Grammar?

• Attitudes to Grammar
The case for Grammar

• 1. Sentence-machine Argument
–Learning language through items (item & system
learning)= no generating novel utterances: because of
unlimited number of items.
–Grammar is, then, important to generate regularities
in a language in terms of unlimited number of novel
utterances.
–If you have linguistic creativity and vocabulary, you
can produce limitles number of meanings through
sentence-making machine (grammar)
2. Fine-tuning Argument
• Grammar is not merely a lexical system
although communication is possible with
simply stringing words or phrases together.
• Grammar serves as a corrective against the
ambiguity both in terms of intelligibility and
in terms of appropriacy. Look for the below
erroneous examples which confuse the
reader.
3. The Fossilization Argument

• To some extent, you can reach an


amazing level of proficiency if you are
highly motivated and with a particular
language aptitude.

• Without instruction=risk of fossilization


4. The Advance Organizer
Argument

• Grammar instruction might have


a delayed effect. It acts as a
kind of advance organizer for
later acquisition of a language:
–Through noticing (conscious
learning & unconscious learning
5. The Discrete Item Argument

• Creating discrete items: neat


categories organized for
digesting.
“Verbs” and “sentences” are in broad categories as they could
be put into further sub-categories.On the otherhand, “definite

articles” and “present tense” could not be sub-categorized.


6. The Rule-of-Law
• Teaching and learning= transmission
• As in instıtutional learning= rule, order
and discipline are higly valued

• Effective in large classes with


unmotivated learners
• Grammar offers the teacher a structured
system that can be taught and tested in
methodological steps in such an
teaching environment.
7. The Learner expectations
argument(against grammar-focused
instruction)

• Many learners come to language classes with


fairly fixed expectations as to what they will do
there that are derived from past classroom
experiences and where teaching is being just a
matter of transmission.

–Learnings in non-classroom settings (through self-


study, immersion in the target language culture.
–Beliefs about the efficiency and systematicity of
classroom teaching(unnatural environment)
The case Against
Grammar
1. The knowledge-how argument
•Knowing what is involved in riding a bike is not knowing
how to ride
•Knowing Vocabulary and grammar is not riding bike. Like
bike riding you learn it by doing it, not by studying it.
•Experimental learning=learning–by-doing
•Learners may not translate rules into skills
2. The communication argument

• Do you drink?= (a) present tense


(b) offer
Relevance of grammar instruction

•In the communicative competence


model, the purpose of learning
grammar is to learn the language of
which grammar is a part. Instructors,
therefore teach grammar forms and
structures in relation to meaning and
use for the specific communication
tasks that students need to complete
DOES
GRAMMAR
MATTER?
Paper 3:
How should grammar be taught?

Based on your context or the nature of


your class, respond to the question
above.
Follow the parts given in the next slide.
Criteria: Content – 25 pts; Accuracy – 15
pts; Style – 10 pts
Format
• Locale
–Describe your school – students, teachers,
location, demographics, and the like.
• Current Practice
–How is grammar taught in your school?
Discuss the practices of the language teachers.
Indicate the reasons for the utilized
methods/strategies.
• Recommendations
–Considering the locale and the practices, what
other strategies could you recommend? How can
grammar teaching be more effective?
Mechanics for Topic Presentation
• Come up with a 20-minute creative and
research-based presentation of your
content. (Input & Practice)

• Be guided by these criteria: Presentation


Skills – 30 pts; Content – 40 pts;
Creativity – 30 pts

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