Communicative pedagogical grammar for learning another language
The main purpose of this research is to argue the case for~ A Communicative Pedagogical Grammar~ based on an educationally informed approach to language learning. As a reflection of the central nature of grammar in the process of communication, the literature of the 90s has begun to express the need for pedagogical grammar which reflects real language communication. It is believed that this need can be met by the adaptation of McEldowney's pedagogical grammar which she began to develop 25 years ago in relation to the learning of English. The hypothesis is that the nature of the grammatical description and methodology followed is central to the concept of teaching grammar communicatively. In other words, the pedagogical description should be discourse based and the methodology should reflect the role of grammar in real life communication. Therefore, this thesis is making the argument for McEldowney's approach to grammar learning and teaching on the basis that her framework integrates grammar and lexis in a piece of discourse. It also integrates learning tasks and these tasks are designed in such a way that they increase learners' awareness of the role of grammar in communication: i.e. grammar exists to enable
Imssalem, Nuwara Mohammed
Communicative pedagogical grammar for learning another language. The main purpose of this research is to argue the case for~ A Communicative Pedagogical Grammar~ based on an educationally informed approach to language learning. As a reflection of the central nature of grammar in the process of communication, the literature of the 90s has begun to express the need for pedagogical grammar which reflects real language communication. It is believed that this need can be met by the adaptation of McEldowney's pedagogical grammar which she began to develop 25 years ago in relation to the learning of English. The hypothesis is that the nature of the grammatical description and methodology followed is central to the concept of teaching grammar communicatively. In other words, the pedagogical description should be discourse based and the methodology should reflect the role of grammar in real life communication. Therefore, this thesis is making the argument for McEldowney's approach to grammar learning and teaching on the basis that her framework integrates grammar and lexis in a piece of discourse. It also integrates learning tasks and these tasks are designed in such a way that they increase learners' awareness of the role of grammar in communication: i.e. grammar exists to enable
communicative pedagogical grammar learn another_language main_purpose argue case for communicative pedagogical grammar base informed language_learning reflection central nature grammar process communication literature begin express need pedagogical grammar reflect real language communication believe need meet adaptation pedagogical grammar begin_develop relation learn_english hypothesis nature grammatical description follow central_concept teach_grammar word pedagogical description discourse base reflect role grammar real_life communication therefore make argument grammar learn_teach basis framework integrate grammar lexis piece discourse also integrate learn task task_design way increase learner awareness role grammar communication grammar exist enable