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What is Pedagogical
          Grammar?
 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.
 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)
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
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
 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
1. Grammar as prescription
     -> focuses on rules, that is, the do’s and
don’t of grammatical construction

Ex.
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
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]
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.
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
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.
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.
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
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.
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.)
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.
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)
What is pedagogical grammar?

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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)