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Doing English Grammar: Theory, Description and Practice [Minkštas viršelis]

(Lingnan University, Hong Kong)
  • Formatas: Paperback / softback, 300 pages, aukštis x plotis x storis: 230x152x14 mm, weight: 381 g, Worked examples or Exercises
  • Serija: Cambridge Applied Linguistics
  • Išleidimo metai: 11-Mar-2021
  • Leidėjas: Cambridge University Press
  • ISBN-10: 1108412815
  • ISBN-13: 9781108412810
Kitos knygos pagal šią temą:
Doing English Grammar: Theory, Description and PracticeDidesnis paveikslėlis
  • Formatas: Paperback / softback, 300 pages, aukštis x plotis x storis: 230x152x14 mm, weight: 381 g, Worked examples or Exercises
  • Serija: Cambridge Applied Linguistics
  • Išleidimo metai: 11-Mar-2021
  • Leidėjas: Cambridge University Press
  • ISBN-10: 1108412815
  • ISBN-13: 9781108412810
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781108412810.html
Raktažodžiai:
"Grammar is integral to teaching English as a second language, and yet there is often a disconnect between theory and practice. This book bridges that gap by introducing key theories of English grammar and showing how they can be applied in teaching. By drawing on an eclectic range of sources, and using a multidisciplinary approach, Berry links advances in our knowledge of grammar, from theoretical and descriptive viewpoints, with developments in pedagogical practices, to provide a comprehensive overviewof the whole process of grammar. The second part of the book contains four case studies of key areas of English grammar in which the insights of the earlier chapters are applied, illustrating how grammar theory is used in practice. Offering new insights into the way English grammar works, this book is invaluable for all professionals who 'do' English grammar: teachers, grammarians, textbook writers and syllabus designers, testers and researchers"--

Recenzijos

'Grammar teaching has long been an important, albeit challenging, part of the second/foreign language teaching curriculum. Drawing on advancements in research on both English grammar and pedagogy in the past few decades, Professor Berry has produced a highly informative and practical book of pedagogical English grammar for everyone interested in grammar teaching. This book can serve as an excellent textbook for a pedagogical grammar course for both pre- and in-service teachers, as well as a reference book for all ESL/EFL educators.' Dilin Liu, Professor of Applied Linguistics/TESOL, Department of English, the University of Alabama 'This authoritative and accessible book will help readers engage critically with grammar and its role in language education. Bridging theoretical and applied perspectives, it is full of insights and useful ideas, demystifying grammar while capturing its excitement and importance.' Phil Durrant, Associate Professor in Language Education, University of Exeter

Daugiau informacijos

By combining theory and practice, this book provides a comprehensive overview of the whole process of English grammar teaching.
List of Figures
xi
List of Tables
xii
Editors' Preface xiii
Introduction 1(2)
1.1 Who Is This Book For?
1(1)
1.2 Why Another Book on Grammar?
1(1)
1.3 Aims
2(1)
References
2(1)
1 The Place of Grammar
3(14)
1.1 Introduction
3(1)
1.2 Attitudes to Grammar
3(3)
1.3 Grammar in Methods and Approaches
6(4)
1.4 Second Language Acquisition (SLA) Studies and the Role of Formal Instruction
10(1)
1.5 Problems with SLA Research into Formal Instruction
11(2)
1.6 Teacher Language Awareness
13(1)
1.7 Conclusion
14(3)
Note
15(1)
References
15(2)
2 What Is Grammar?
17(26)
2.1 Introduction
17(1)
2.2 The Scope of Grammar
17(1)
2.3 Defining Grammar
18(2)
2.4 Grammar and Meaning: Convention and Creativity
20(3)
2.5 How Languages `Do' Grammar
23(3)
2.5.1 Strategy 1: Vary the Word Order
23(1)
2.5.2 Strategy 2: Change the Shape of Words
24(1)
2.5.3 Strategy 3: Add Little `Function' Words
24(1)
2.5.4 Strategy 4: Use Suprasegmental Features
24(1)
2.5.5 Combining Strategies
25(1)
2.6 Three Distinctions
26(5)
2.6.1 Distinction 1: Primary vs Secondary Grammar
26(1)
2.6.2 Distinction 2: Descriptive vs Prescriptive Grammar
27(3)
2.6.3 Distinction 3: Scientific vs Pedagogic Grammar
30(1)
2.7 Pedagogic Grammar as Process
31(2)
2.8 Theoretical Approaches to Grammar
33(3)
2.8.1 Modern Traditional Grammar
34(2)
2.9 Descriptive Inputs to Pedagogical Grammar as Process
36(4)
2.9.1 Historical Accounts
37(1)
2.9.2 Contrastive Accounts
38(1)
2.9.3 Other Descriptive Areas
39(1)
2.10 Conclusion
40(3)
Activity
41(1)
Comment
41(1)
Notes
41(1)
References
42(1)
3 The Need for New Descriptions
43(25)
3.1 Introduction
43(1)
3.2 Reason 1: The Language Changes
43(5)
3.2.1 Reasons for Change
45(3)
3.3 Reason 2: Our Current Accounts Are Wrong
48(6)
3.3.1 Reasons for Misconceptions
53(1)
3.4 Reason 3: New Grammatical Phenomena Are `Discovered'
54(2)
3.5 Reason 4: The Scope of Grammar - and Therefore the Phenomena Which Need Describing - Is Extended
56(3)
3.6 Reason 5: There Are Alternative Ways of Looking at Old Problems
59(2)
3.7 Two Major Problems
61(2)
3.7.1 Metalinguistic Relativity
61(1)
3.7.2 Poor Transmission
62(1)
3.8 Conclusion
63(5)
Activity: Conditional Sentences
63(1)
Comment
64(2)
Notes
66(1)
References
66(2)
4 Working with Terminology
68(24)
4.1 Introduction
68(1)
4.2 Attitudes to Terminology
68(1)
4.3 Understanding Terminology
69(4)
4.4 The Pros and Cons of Terminology
73(2)
4.5 What Goes Wrong with Terminology?
75(4)
4.6 Researching Terminology
79(3)
4.7 Evaluating Terminology
82(2)
4.8 Changing Terms
84(2)
4.9 Using Terminology Effectively in the Classroom
86(1)
4.10 Conclusion: Towards the Appropriate Use of Terminology
86(6)
Activity
87(1)
Comments
88(1)
References
89(3)
5 Issues in Grammatical Description
92(33)
5.1 Introduction
92(1)
5.2 Basic Issues in Describing Grammar
93(8)
5.2.1 Depth and Refinement
93(1)
5.2.2 Distinguishing Uses
94(2)
5.2.3 An Example: The Present Simple
96(2)
5.2.4 Formality
98(1)
5.2.5 Acceptability
99(2)
5.3 Modality
101(6)
5.4 Personality
107(4)
5.5 Sub-technical Vocabulary
111(1)
5.6 Exemplification
112(7)
5.6.1 Advantages of Authentic Examples
113(1)
5.6.2 Disadvantages of Authentic Examples
114(1)
5.6.3 Adapting Examples
115(1)
5.6.4 The Purpose of Exemplification
116(1)
5.6.5 Authenticity Revisited
117(1)
5.6.6 A Third Approach
118(1)
5.6.7 Contrived vs Authentic: A Summary
118(1)
5.7 Comparing Texts
119(3)
5.7.1 Analysis
120(2)
5.8 Conclusion
122(3)
Activity
122(1)
Comment
122(1)
Notes
123(1)
References
123(2)
6 Grammar in Operation
125(22)
6.1 Introduction
125(1)
6.2 Syllabuses
125(4)
6.3 Rules of Thumb
129(3)
6.4 Exercises and Activities
132(3)
6.4.1 Gap-Filling Exercises
133(1)
6.4.2 Other Types of Exercise
134(1)
6.5 Error Correction
135(2)
6.6 Tests
137(5)
6.6.1 Tests of L1 Speakers
137(1)
6.6.2 Tests of L2 Learners
138(2)
6.6.3 Tests of Teachers
140(2)
6.7 Attitudes to Grammar: Innovative Activities
142(2)
6.8 Conclusion
144(3)
Activity
144(1)
Comment
145(1)
Notes
145(1)
References
146(1)
7 Case Study 1: The Articles
147(21)
7.1 Introduction
147(1)
7.2 Understanding Articles
147(7)
7.2.1 The Indefinite Article
148(2)
7.2.2 The Definite Article
150(3)
7.2.3 Further Information about the Articles
153(1)
7.3 The Contrastive Background
154(1)
7.4 The Historical Background
155(1)
7.5 Learners and Articles
155(1)
7.6 The Current Situation
156(4)
7.7 What to Do
160(5)
7.7.1 Overall Strategy
160(1)
7.7.2 Introducing the Definite Article
160(1)
7.7.3 Rules
161(1)
7.7.4 Terms
162(1)
7.7.5 Exercises
162(3)
7.8 Conclusion
165(3)
Activity
166(1)
Notes
167(1)
References
167(1)
8 Case Study 2: The Comparison of Adjectives
168(16)
8.1 Introduction
168(1)
8.2 The Background
169(2)
8.3 The Meanings of Comparison
171(1)
8.4 Other Comparative Structures
171(1)
8.5 The Comparative and Historical Background
171(1)
8.6 Learners and Comparison
172(1)
8.7 Researching Comparison
173(3)
8.8 In the Classroom
176(4)
8.8.1 Rules
176(2)
8.8.2 Exercises
178(1)
8.8.3 Terminology
179(1)
8.9 Conclusion
180(4)
Activity
181(1)
Comment
181(1)
Notes
182(1)
References
183(1)
9 Case Study 3: The Personal Pronouns
184(25)
9.1 Introduction
184(1)
9.2 The Background (1)
184(1)
9.3 The Personal Pronoun Paradigm
185(5)
9.3.1 Person
186(1)
9.3.2 Number
187(1)
9.3.3 Gender
188(1)
9.3.4 Case
189(1)
9.3.5 Related Forms
189(1)
9.3.6 Summary
190(1)
9.4 They as Singular Pronoun
190(4)
9.4.1 A New Reflexive Pronoun?
192(2)
9.5 Generic You
194(2)
9.6 The Background (2)
196(2)
9.6.1 Contrastive Evidence
196(1)
9.6.2 Historical Evidence
197(1)
9.7 Learners and Personal Pronouns
198(1)
9.8 The Current Pedagogic Situation
199(1)
9.8.1 Coverage in Materials
199(1)
9.8.2 Coverage of Generic `You'
199(1)
9.9 What to Do?
200(2)
9.9.1 Strategy
200(1)
9.9.2 Activities
201(1)
9.9.3 Terminology
202(1)
9.10 Conclusion
202(7)
A Postscript
204(1)
Activity
204(1)
Comment
205(1)
Notes
206(1)
References
206(3)
10 Case Study 4: Reported Speech
209(17)
10.1 Introduction
209(1)
10.2 Backshift
209(1)
10.3 The Status of Reported Speech (1)
210(2)
10.4 The Background
212(1)
10.4.1 Origin
212(1)
10.4.2 Deixis
212(1)
10.5 The Status of Reported Speech (2)
213(2)
10.5.1 The Relationship between Direct and Reported Speech
214(1)
10.6 An Explanation: Distancing
215(1)
10.6.1 Backshift from Past Tense to Past Perfect
216(1)
10.7 Reporting in the Classroom
216(6)
10.7.1 The Current Situation
216(1)
10.7.2 A Revised Strategy
217(1)
10.7.3 Rules and Terms
218(1)
10.7.4 Alternative Areas of Reporting to Focus On
218(2)
10.7.5 Suggestions for Activities
220(2)
10.8 Conclusion
222(4)
Activity
223(1)
Comment
224(1)
Note
224(1)
References
225(1)
Conclusion
226(4)
C.1 Summing Up
226(2)
C.2 Problems and Solutions
228(2)
Appendices
230(4)
Appendix 1 (From
Chapter 3): Results from Berry (2014)
230(2)
Appendix 2 (From
Chapter 5): Texts Used in Metalang 1
232(1)
Appendix 3 (From
Chapter 5): Results from Berry (2009a)
233(1)
Index 234
Roger Berry has been involved in English grammar as teacher, teacher-trainer, author, lecturer, examiner and researcher. He has published six books on the subject, the most recent being English Grammar: A Resource Book for Students, 2nd edition (2018).