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The Place of Grammar in Autonomous Language Learning

The Place of Grammar in Autonomous Language Learning . Lienhard Legenhausen Workshop Venice 2011 Münster University. Analysing research data on the use of grammatical forms.

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The Place of Grammar in Autonomous Language Learning

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  1. The Place ofGrammarin Autonomous Language Learning Lienhard Legenhausen Workshop Venice 2011 Münster University

  2. Analysingresearchdata on theuseofgrammaticalforms Tables 1 – 4 contain some statistical results of the LAALE project. The data derive from peer-to-peer talks after 18 months of learning English (grade 6). How would you explain the figures, i.e. the differences between the two classes?

  3. do-supportquestionsin peer-to-peertalks (18 monthsoflearning English) Table 1

  4. do-supportquestions(withouttheverbstolikeandto live) Table 2

  5. Questionswithcontractedwhat'sin peer-to-peertalks (18 monthsoflearning English) Table 3

  6. Questionswithcontractedwhat'swithoutthe NPs name, address, telephonenumber Deviant structures: *What'syourhobbies? *What'sisyourbestfriend? *What'sareyourhobbies? etc. Table 4

  7. Concordancers – theteacher'sandthelearners' tool Have a look at the excerptsfrom MA- exams (German students' ) • Every learner has own needs and learning preferences. • This can easily be solved by bringing along own meaningful material. • Pidgins lack an own morphology. • The most important thing to be mentioned about both pidgins and creoles is that they both language in the own right.

  8. Noticingtasks ('odd-man-out') Wouldyoumakeuseof such a task? Is thetaskcompatiblewithprinciplesofautonomouslearning? Why / Why not? A 1 the baby's bottle 2 the nation's struggle 3 the teacher's sick 4 the nurse's pay 5 the government's defeat B 1 The ship sank. 2 A door opened. 3 Lots of people drowned. 4 A dog barked. 5 My glasses broke From: S. Thornbury(2001). Uncovering Grammar. Oxford: Macmillan/ Heinemann

  9. NoticingActivities (1) • Herearesomeanswerphonemessages. Couldtheyleadtosomenoticing? Wouldyoumakeuseofthem. Discuss! • Hi, Joe. Howareyou? Great holiday! We'vebeentothe Louvre andthe Eiffel Tower, but wehaven'tbeento Versailles yet. We'llphoneyou back. Bye. • Joe, it's Barry. Fantastic holiday! Wewenteverywhere – theColisseum, St Peters, - andwehadgreatItalianfood. Speaktoyousoon. Bye. • Hi Joe, Cathy here. How was yourholiday? I wentsightseeingandshoppingandspent a fortune. Didn'thave time tosee Big Ben. • Joe, baby! Donald speaking. Amazingholiday. TajMahal, Rajahstan. I'vetravelledthousandsofmiles, all bytrain ...

  10. NoticingActivity (2) Patrick Süskind's English translation of Das Parfüm (cf. Perfume) The most renowned shops were to be found here: here were the goldsmiths, the cabinet-makers, the best wigmakers and purse-makers, the manufacturers of the finest lingerie and stockings, the picture framers … And here as well stood the business and residence of the perfumer and glover GiuseppeBaldini. Above his display window was stretched a sumptuous green-lacquered baldachin, next to which hung Baldini's coat of arms, all in gold: a golden flacon, from which grew a bouquet of golden flowers. And before the door lay a red carpet, also bearing the Baldini coat of arms embroidered in gold.

  11. Useof deviant structures in StE? (why / why not) Pussy cat, pussy cat, where have you been? I've been to London to visit the Queen.  Pussy cat, pussy cat, what did you there? I frightened a little mouse under her chair. There was a monkey climbed a tree, When he fell down, down fell he.  There was a horse going to the mill, When he went on, he stood not still.

  12. Useof non-standardtexts (why / why not) To grow up decent, our children need new clothing to present themself in school in proper neat!! The sun have to shine for our childrens too. Amen. (New York Times )

  13. Useof non-standardtexts (why / why not) Text for advanced learners. Do you think they can work out the 'regularity' of the deviant structure below? "I watched a program last night on television – 'Larger Than Life – Eating theirselves to Death'. I didn't see it all as I missed the first half hour. …" CD / pop song: Dr John – all by hisself.

  14. Gap noticing: Compare your text with the original Task for young learners (after Thornbury 2001): What are the gains / what are the weaknesses of this production task? • Rewrite the limerick after listening to it once. • Compare your version with the versions of other group members. • Agree on a text in your group. 'There was a young woman of Riga, who went for a ride on a tiger, she returned from the ride with the woman inside and the smile on the face of the tiger.' Example of a student text: => "There was a young woman from Riga who go for ride on a tiger. The tiger come back with the woman inside and a smile on the tiger." • Instruction: Compare your texts with the original.

  15. Non-standardtexts – howcouldtheybemadeuseof? Nowis time forcommunicateforeverybody!!!! Everybodylikemakenewfriend!!! Nowis time forcommunicateforeverybody. Ifyoulikecommunicate, isvery easy in modern world. Youcanmakesmartgroupandjoinwitholdornewfriend in manycountry. Orevenforcluborwork. Forshareofideasandinformation! Forsomediscussion! Forfree ........... thiswhatinternetreallyisabout. Everythingisforpeace, friendship, humanityandlove. www.smartgroups.com

  16. Alice in WonderlandWorking with a nonsensetext For intermediate learners: Can you identify any parts of speech in the nonsense poem? Why can you identify most of them? Can you rewrite the first stanza of the poem using 'real' words? 'Twasbrillig and the slithytoves Did gyre and gimble in the wabe: All mimsy were the borogoves, And the momerathsoutgrabe. "Beware the Jabberwock, my son! The jaws that bite, the claws that catch! Beware the Jubjub bird, and shun The frumiousBandersnatch!"

  17. Collaborative Writing (grade 7) P: When he […] opened the door to her bedroom, she was sitting at the bed with the snake in her arms. S: Mmh (shaking her head). She was sitting on the bed, in or on? P: Sitting on the bed. S: Mmh. P: Or what? S: In the bed or on the bed? P: I don't know. In the bed. S: It depends on if she's got the leg out of bed, she's sitting on, if she's got the leg in the bed, she's sitting in the bed, in the bed.

  18. Awareness-RaisingActivities Which ones would you make use of and why? • Noticing tasks & activities • Input enhancement techniques • Appreciating and defining non-standard forms & varieties • Inducing learners to gap noticing (when analysing their own texts) • Collaborative writing and enforced focus on form • Rewriting deviant texts / nonsense texts (cf. Jabberwocky) • Creative writing

  19. References Legenhausen, L. (2011). "The place of grammar in an autonomous classroom - issues and research results." In: Gardner, D. (ed.). Fostering Autonomy in Language Learning, Zirve University, Gaziantep, Turkey, pp. 27-38. http://ilac2010.zirve.edu.tr/Fostering_Autonomy.pdf] Thornbury, S. (2001). UncoveringGrammar. Oxford: Macmillan/ Heineman. Thornbury, S. (2004). Natural Grammar. Oxford: OUP. CorporaandConcordancing: O'Keeffe, A. / McCarthy, M. / Carter, R. (2007). From Corpus toClassroom. Cambridge: CUP. Tribble, Ch. / Jones, G. (1997). Concordances in theClassroom. UsingCorpora in Language Education. Houston: Athelstan. Internet Corpus: The Corpus of Contemporary American English (COCA). http://corpus.byu.edu/coca

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