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A Study of the Teaching and Learning of English Grammar with Special Reference to the Foundation Course in the Norwegian Senior High School

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A Study of the Teaching and Learning of English Grammar with Special Reference to the Foundation Course in the Norwegian Senior High School CORE Metadata, citation and similar papers at core.ac.uk Provided by NORA - Norwegian Open Research Archives A Study of the Teaching and Learning of English Grammar with Special Reference to the Foundation Course in the Norwegian Senior High School by Tony Burner A Thesis Presented to The Department of Literature, Area Studies and European Languages The University of Oslo in Partial Fulfillment of the Requirements for the MA degree Fall Term 2005 i List of abbreviations...........................................................................................iii List of figures..................................................................................................... iv List of tables....................................................................................................... iv Acknowledgements ............................................................................................. v Chapter 1: Introduction.............................................................................. 6 1.1 Background ............................................................................................. 6 1.2 Aim ......................................................................................................... 8 1.3 Previous research..................................................................................... 9 1.4 Methodology ......................................................................................... 11 1.5 Structure of the thesis............................................................................. 13 PART I THEORETICAL EXPLORATION...................................... 16 Chapter 2: The concept of grammar .........................................................17 2.1 Types of grammar.................................................................................. 17 2.1.1 Theoretical grammars ........................................................................ 18 2.1.2 Functional grammars.......................................................................... 19 2.2 Pedagogical grammars ........................................................................... 21 2.3 Summing up .......................................................................................... 28 Chapter 3: The teaching and learning of grammar..................................31 3.1 Clearing the ground ............................................................................... 31 3.2 The Grammar-Translation Method......................................................... 32 3.2.1 The Reform Movement paving the way for a new method.................. 33 3.3 The Direct Method................................................................................. 34 3.3.1 The Direct Method loses its credibility............................................... 37 3.4 The Oral Approach ................................................................................ 37 3.5 The Audiolingual Method...................................................................... 40 3.5.1 The decline of Audiolingualism ......................................................... 43 3.6 Mentalism.............................................................................................. 44 3.7 Error analysis and interlanguage ............................................................ 45 3.8 Communicative competence .................................................................. 46 3.8.1 Communicative Language Teaching .................................................. 47 3.9 Where are we now in grammar teaching?............................................... 50 3.9.1 The 1994 syllabus (R94) .................................................................... 50 3.9.2 Discussion ......................................................................................... 51 3.10 Summing up .......................................................................................... 52 PART II GRAMMAR IN PRACTICE................................................. 55 Chapter 4: Analysis of textbooks...............................................................56 4.1 Methodology ......................................................................................... 56 4.2 Passage ................................................................................................. 57 4.3 Imagine .................................................................................................. 62 4.4 Flying Colours ....................................................................................... 64 4.5 Targets .................................................................................................. 68 4.6 A comparison of the textbooks............................................................... 70 4.7 Grammar books..................................................................................... 72 4.8 Summing up .......................................................................................... 74 Chapter 5: Field investigation....................................................................77 5.1 Methodology ......................................................................................... 77 ii 5.2 The informants....................................................................................... 79 5.3 Findings................................................................................................. 80 5.3.1 Opinions and attitudes........................................................................ 80 5.3.2 The teachers’ perception of the learners ............................................. 83 5.3.3 Grammar teaching.............................................................................. 85 5.3.4 Teaching material .............................................................................. 87 5.3.5 Linguistic competence in R94 ............................................................ 89 5.3.6 The forthcoming syllabus................................................................... 91 5.4 Discussion ............................................................................................. 92 5.5 Summing up .......................................................................................... 94 Chapter 6: Conclusion ...............................................................................96 6.1 Looking back......................................................................................... 96 6.2 Synthesis ............................................................................................... 96 6.3 A critical view ....................................................................................... 99 6.4 Looking forward.................................................................................. 100 References....................................................................................................... 105 Appendix: Interview questions for the teachers................................................ 111 iii List of abbreviations CLT Communicative Language Teaching DM Direct Method EFL English as a foreign language ELT English language teaching GTM Grammar-Translation Method iO Indirect Object LAD Language Acquisition Device LAP Lektor- og adjunktprogrammet LDOCE Longman Dictionary of Contemporary English L1 First language/Mother tongue L2 Second language (practically any language learnt after L1) L76 Læreplan for videregående skole, 1976 M74 Mønsterplan for grunnskolen, 1974 M87 Mønsterplan for grunnskolen, 1987 NP Noun phrase O Direct object PPU Praktisk-Pedagogisk Utdanning R94 Reform ’94 ( Læreplan for videregående opplæring , 1994) S Subject SFG Systemic Functional Grammar TGG Transformational Generative Grammar UG Universal Grammar V Verb VP Verb phrase E English N Norwegian iv List of figures Figure 2.1. Processes and participants ....................................................................... 20 Figure 2.2. The process from pure linguistics to pedagogical grammar...................... 22 Figure 2.3. A possible way of seeing relations between formal, functional, and pedagogical grammar ........................................................................................ 29 Figure 3.1. Example of sentence exercise in the DM ................................................. 35 Figure 3.2. Guidelines for teaching oral language...................................................... 36 Figure 3.3. The principal approach to language teaching material in the Oral Approach .......................................................................................................................... 38 Figure 3.4. Teaching material from 1933................................................................... 39 Figure 3.5. An example of a substitution table........................................................... 41 Figure 3.6. Example of drill exercises ....................................................................... 42 Figure 3.7. Developmental stages of negation in English........................................... 46 Figure 3.8. Aims in R94 ............................................................................................ 50 Figure 3.9. Points of assessment relevant for the teaching and learning of grammar .. 51 Figure 4.1. Direct grammar exercises in the textbooks............................................... 71 Figure 6.1. Points from “Language learning” in the forthcoming syllabus relevant for the teaching and learning of grammar.............................................................
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