A Lesson in Eng103 Structure of English

1. What is Pedagogical
Grammar?

2.  Rene Driven
 refers to pedagogical grammar as
a cover form for any learner or teacher-
oriented description or presentation of
foreign language rule complexes with the
aim of promoting and guiding learning in
the acquisition of that language.

3.  Corder
 refers to replace the term
pedagogical grammar with the pedagogy
of grammar, points out that the term does
not just imply to the implicit treatment of
grammar.
 Bausch
 pedagogical grammar results
from the consolidation and integration of
the findings and insights of these areas:
LINGUISTICS, LANGUAGE PEDAGOGY and
the FIELD OF APPLICATION (foreign
language teaching)

4. Grammar
Pedagogical Grammar Descriptive Grammar
Learning Teaching Reference Linguistic
Grammar Grammar Grammar Grammar
Integrated in School Immediate
textbooks grammar constituent
University Transformational
independent grammar generative
Case grammar
User’s
grammar Communicative
Fig.1 Types of Grammar grammar

5. On Descriptive Grammar
 the focus is on the code, linguistic
data is described to reveal patterns of
arrangement of the different grammatical
categories
On Pedagogical Grammar
 the focus is on how grammatical
items may be made more learnable or
teachable

6.  Pedagogical Grammar is considered
a hybrid grammar because it draws
from and synthesizes the other
conceptions of grammar choosing that
which would best suit the grammatical
item being taught.
Fig. 2 shows the four conception of Grammar which
pedagogical grammar draws from

7. 1. Grammar as prescription
-> focuses on rules, that is, the do’s and
don’t of grammatical construction
Ex.

8. Grammar Grammar
as as
prescription description
Pedagogical
grammar
Grammar
Grammar
as an
as a set of
internalized
axioms
system
Fig. 2 Pedagogical Grammar: A hybrid grammar

9. 2. Grammar as description
-> focuses on the sequence or word
order to become clearer
Ex. teaching of structure of modification
A. Adverbs of place, manner and time
[Adverb of time + sentence + adverb of place, manner]
Or
[Sentence + adverb of manner, place, time]

10. B. Mid-position or frequency adverbs
1. Subject } + verb to be} + mid-position adverb}
+ rest of the sentence
Ex. He is often late.
2. Subject} + mid-position adverb} + action verb}
+ rest of the sentence.
Ex. He often comes late.
3. Subject} + helping verb} + mid-position
adverb} + main verb} + rest of the sentence
Ex. He has often arrived late.

11. 3. Grammar as an internalized system
-> The innate mental structures which a
native speaker has of his language which
guides his actual use of the language and
enables him to sense “what sounds correct” and
“what seems wrong” even if he cannot explain
why.
Examples: “if-real” conditional clause

12. Native speaker: If he comes early, we will join
you.
Filipino learner: If he will come early, we will join
you.
The approach used is consciousness raising to make the
second language learner realize what the native
speaker knows instinctively.

13. 4. Grammar as a set of axioms.
-> One such rule is that which pertains to
the prepositional phrase.
[PP-> P NP (PP)
-> The rule stipulates that “a prepositional
phrase may be re-written as a preposition
followed by a noun phrase which may in turn be
followed by any number of other prepositional
phrases.

14. EXPANSIONS
PP-> P NP (PP)
P NP
1. There’s a tree in my garden.
P NP P NP
2. There’s a nest in a tree in my garden.
P NP P NP P NP
3. There’s an egg in a nest in a tree in my garden.
P NP P NP P
4. There’s an embryo in an egg in a nest in
NP P NP
a tree in my garden

15. Given these grammatical items, which approach to
grammar (prescription, description, innate system or
axiomatic system), would each item land itself to
render it more learnable and teachable?
1. Structure of Complementation
[S- TV- DO] I called my friend.
[S- TV- DO- OC] I called my friend a real gem.
2. Structure of Modification (placement of single-
word adjectival modifier)
I bought three round brown leather keychains.

16. 3. Parallel constructions
Every living creature: the birds of the air, the
animals on the land and the fish in the deep, deserves
its place in the sun.
4. Agreement in number
Neither the teacher nor the students were hurt.
Neither the students nor the teacher was hurt.
Rice and fish is all I had for lunch.
Rice and fish are expensive.
5. Response to negative question
Q: You’re not coming around tomorrow, are you?
A: No, I’m not. (Some Filipino learners would say
“Yes, I’m not coming.)

17. 6. Response to the question, “Do you mind…?”
Some Filipino learners say “Sure, go ahead,” even
when they mean “Of course not. Go right ahead.”
7. Definition
a. Full form
[Term to be defined + verb to be + General Class +
relative pronoun + specific characteristics]
Ex. Zoology is the study which is concerned with animal
life.
b. Reduced form
[Term to be defined + verb to be + Gen. Class +
specific characteristic]
Ex. Zoology is the study concerned with animal life.

18. 8. * Shall we go to the living room? (to signal an
invitation)
* Shall I go to the living room? (To ask
information as to what one is to do)