1. Prof. Adjunto Regular: Estela N. BRAUN
Practice II, Special Didactics of ELT and Practicum at Primary
School Level, 2013.
Foreign Languages Department, Humanities College,
Universidad Nacional de La Pampa
(UNLPam)
CHAPTER 5: LEARNING
GRAMMAR
TEACHING LANGUAGES TO YOUNG LEARNERS , LYNNE CAMERON .CUP
(2001)

2. A PLACE FOR GRAMMAR
• What does the conversation between the autor and a child (page 96) tell us about the role of grammar in the
YLE knowledge of a foregin language?
• MODELLING
• USE OF BODY LANGUAGE
• MEANING
• DRAWINGS
• EMBEDDED IN A TOPIC
• CONTEXTUALIZED

3. EXPANDING LANGUAGE RESOURCES
• LEXIS
BIG
It was very big.

4. NOTICING GRAMMAR
The child does not notice the
gramar of the sentence, but he/
she may get the whole phrase,
as a chunk, because he/she is
absorbed in the meaning
of the message.

5. FROM FORMULAIC SPEECH OR CHUNKS TO
GRAMMAR
• The chunk may be:
 Used as a whole
 Broken down and re-used: It was very dangerous
 The child starts a process of GRAMMAR CONSTRUCTION

6. GRAMMAR AND YLE
Grammar is necessary to express MEANINGS in DISCOURSE.
Grammar and lexis are closely linked.
Grammar learning can evolve from the learning of chunks of language.
Talking about something MEANINGFUL with the child can be a useful
way to introduce gramar.
Grammar can be taught without technical labels (VERY)
Watch video orals for YLE

7. DIFFERENT MEANINGS OF GRAMMAR
Grammar as a structure or a SYSTEM.
But language is constantly changing (teenagers, Real Spanish Academy: how
to write on the Internet)
When we teach a foreign language we need to FIX it:
Breaking language into Word-sized bits (vocabulary)
Breaking language into patterns: grammar rules
They describe what people usually do.

8. THEORETICAL AND PEDAGOGIC
GRAMMARS
• Theoretical linguistis:
• CHOMSKY
• HALLIDAY: language as a tool to express meaning,
functional systemic gramar
• CORPUS LINGUISTICS
• Descriptive grammars, theoretically sound and elegant,
but not meant for teaching.

9. PEDAGOGICAL GRAMMARS
• They are explicit descritpions of patterns, rules in a language,
presented in ways thata re helpful to teachers and to learners.
• (Show books as examples)

10. INTERNAL GRAMMARS
•
Answer questionnaire. Questionnaire: Lynne Cameron. Chapter 5:PRACTICAL 17.
•
•
INTERNAL GRAMMARS
•
How will learners meet pedagogical grammars?
•
What are the characteristics of an internal grammar? What other name does it receive?
•
How does the difference between teaching and learning apply to it?
•
What factors influence the growth from words to grammar?
•
How does hypothesis testing proceed?
•
What is the importance of errors?
•
What is the influence of the L1 over the L2? TRANSFER.
•
Explain different ways to teach grammar. Summarize them.