Symposium on Teaching Grammar

October 24, 1998

Youngstown State University

THE SYMPOSIUM AT A GLANCE

Group 1

10:00- 10:30Andrea Harvey
10:30-11:00Ana Luisa Costa and Ana Lucia Santos
11:00-11:30Sarah Youngblood
11:30-12:00Jack Rouzer

Group 2

1:00-1:30Jessica Williams
1:30-2:00Heike Wiese
2:00-2:30Lynn Burley
2:30-3:00Marnie Petray
3:00-3:30Monessa Feguson-Tinsley
4:00- 5:00 Robert DeKeyser
Keynote Address: Toward a Differentiated View of the Role of Focus on Form

Symposium on Teaching Grammar

Group 1

10:00- 10:30 Andrea Harvey, Youngstown State University.

IMPLEMENTING RESTRICTIVE AND NONRESTRICTIVE ELEMENTS INTO THE COMPOSITION CLASSROOM: A NEW APPROACH TO AN OLD CONCEPT

This paper establishes an effective way to incorporate restrictive and nonrestrictive elements into the composition classroom. The strategies presented begin with deciding on a clear classification, move to choosing the right supplemental texts, and conclude with presenting the grammatical concept in the most student-friendly manner possible.

10:30-11:00 Ana Luisa Costa and Ana Lucia Santos, Universidade do Mihno de Palmela (Lisbon).

GRAMMAR IN THE PORTUGUESE NATIONAL CURRICULA: WHAT DO WE WANT TO TEACH AND WHY?

In this paper, the role of grammatical content in the Portuguese curricula from elementary to high school will be analyzed. We will comment on the definition of grammatical instruction in the national curricula and the type of goals that should inform it. Finally, we will discuss the implicit subordination of grammatical instruction to training in language use and will argue that grammatical instruction should include training in reflection about language, e.g., a training in scientific reasoning about our own language. Some class materials will be presented.

11:00-11:30 Sarah Youngblood, Millersburg, OH.

TEACHING SPANISH PASSIVE-VOICE CONSTRUCTIONS

Similarities and differences between Spanish and English passive- voice constructions are examined. Based on these comparisons, lesson plans designed to teach the Spanish passive structures to native speakers of English are presented.

11:30-12:00 Jack Rouzer, Ohio State University.

A SIMPLIFIED FRAMEWORK FOR ENGLISH ARTICLE USAGE FOR ESL LEARNERS

Based on the idea of near isomorphism, the framework suggests that one syntactic form be associated with one kind of reference. Specific reference takes 'the'; concrete generic reference takes 'a'+sing.' and abstract generic reference takes 0+pl. (only occasionally taking 'the' in the special case of certain types of truth claims).

Group 2

1:00-1:30 Jessica Williams, University of Illinois at Chicago.

WHEN LEFT ALONE . . .

Results of recent research suggest that learners do not often spontaneously focus on morphosyntactic features, either indirectly, through negotiation, or more directly, through requests for assistance. The first is relatively infrequent and rarely centered around formal linguistic features; the second is frequent, but again, usually addresses lexical, not morphosyntactic items.

1:30-2:00 Heike Wiese Institut für Linguistik der Humboldt-Universität Berlin.

"GRAMMAR GAMES" IN INTRODUCTORY LINGUISTICS COURSES AT UNIVERSITY: A REPORT

In introductory linguistics courses at a German university, didactic games and other materials were employed that provide the means for teamwork and self-instruction in "flexible learning" contexts. I demonstrate some "grammar games" to the audience, discuss their employment in the classroom, and illustrate it with a short video- taped sequence.

2:00-2:30 Lynn Burley, University of Central Arkansas.

EDUCATING THE EDUCATORS: AN INTRODUCTORY LINGUISTICS COURSE AND THE TEACHING OF GRAMMAR

This paper examines one component of an introductory linguistics course specifically designed for education majors, focusing on preparing them to effectively teach grammar in elementary and secondary settings. The author proposes that students will be better prepared to teach grammar by studying three areas in linguistics: sociolinguistics, the history of grammar, and syntax.

2:30-3:00 Marnie Petray, Harrisville, PA.

TEACHING GRAMMAR IN INTRODUCTORY LINGUISTICS: THE DATA JOURNAL/FIELD REPORT ASSIGNMENT.

I propose a three-part heuristic for teaching grammar in introductory linguistics. In completing this assignment, students should learn to use linguistic terminology in a meaningful context and to synthesize material from class discussions, readings, and homework with fieldwork. To support my presentation, assignment guidelines are provided.

3:00-3:30 Monessa Feguson Tinsley, Youngstown State University.

THE EFFECTS OF BLACK ENGLISH ON INTRARACIAL, INTERRACIAL AND GENDER PERCEPTIONS

This study looks at how women, black and white, view two black men who use African American Vernacular English and Standard White American English. The study indicates that the grammar system on which AAVE is based marks the speaker in American culture not only along racial boundaries, but along gender lines, too.

4:00- 5:00 Robert DeKeyser, University of Pittsburgh

Keynote Address:

TOWARD A DIFFERENTIATED VIEW OF THE ROLE OF FOCUS ON FORM

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