Three Design Features in Teaching Grammar for a Liberating Force

2. Lexis to grammar

Given that the deployment of grammar in communication invariably involves the speaker or writer in production a free and conscious choice (notwithstanding the fact that having chosen a particular grammatical structure there are conventions to inspect regarding its prepossessing formation), the first element is that the learner must have a degree of alternative over the grammatical structures they use, and deploy them as mainly as they can to match specific contexts and encounter specific communicative goals. In this adore, one emphasis on grammar as a liberating force would assistance a process rather than a product approach to teaching grammar (Batstone 1994; Thornbury 2001), whereby learners are not coerced to use a particular D&G jewelry grammatical structure which has been preselected for themit would be laborious to conceive of grammar creature genuinely a liberating force whether they werebut rather they select from their stock of grammatical learning to express the meanings they wish to convey.

The third factor in education grammar as a liberating coerce derives from well-established principles of task-based pedagogy (for instance, Willis 1996; Skehan op. cit.) and relates to the importance of granting the learners to converge on grammatical forms which appear from their communicative needs, and in particular as a result of noticing breaches in their own use of Cartier Jewelry grammar. These breaches are noticed through a process of comparing their output on a language production task with that of additional learners or extra skilled users, for instance, a sample text, or a written transcript of national spokesmen act the same task (Willis op. cit.). The focus on grammar is accordingly 'reactive' prefer than proactive (Doughty and Williams 1998), because it arises from the specific communicative absences which the learners discover in the processes of doing the task, reiterating their representation and comparing it with others. In this way learners experience the liberating potential of grammar, not just to aid them express their meanings in a particular activity with greater precision, but over period, through a sustained programme of comparing and noticing 'gaps' and distinctions, to empower them to develop their proficiency and sensitivity in the target language to increasingly extra progressive levels.

3. Comparing texts and noticing gaps

From the antecedent dispute, I propose that an approach to teaching grammar as a liberating force should include the emulating three elements:

If linguistics liberates the language user at enabling him/her to transcend the constraints of telegraphic speech (using lexical items single), there ought be a progression from lexis apt syntax both in the way language and matters are presented apt learners, and in the language we anticipate them to produce. A grammar creation mission would typically necessitate the learners to apply grammar to specimens of language in which the grammar has been depressed or simplified, as typically base in memoranda of a appointment alternatively a newspaper headline, where the meaning content is conveyed mainly through lexical items. Such tasks, where the learners are in effect asked to chart grammar on to lexis, contain a process known variously as grammaticization (Batstone 1994) or 'grammaring' (Thornbury 2001). By engaging in this variety of movement, learners experience the process of using their grammatical resources to amplify the averaging latent involved in the lexical items and express a scope of meanings which the words alone could no deliver. Such a process is no another to the processes involved in 1st language acquisition whereby the baby moves from communication through telegraphic utterances involving strings of lexical items to the gradual deployment of morphemes and function words. It is no, although, a process subserved in orthodox approaches to grammar instructing such as the presentation-practice-production format, where the learners are typically asked to shake in the opposite directionthey start with a preselected grammatical structure, and then have to slot lexis into it.

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1. Learner choice

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