Analysing language and anticipating problems

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Analysing language and anticipating problems Jo Gakonga CELTA trainer elt-training.com

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Transcript of Analysing language and anticipating problems

Page 1: Analysing language and anticipating problems

Analysing language and anticipating problems

Jo GakongaCELTA trainer

elt-training.com

Page 2: Analysing language and anticipating problems

What is ‘analysing language’?

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WHY analyse language?

To find out how simple or complex an area of language is…

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WHY analyse language?

To enable us to anticipate problems students may have and so to avoid unnecessary problems when introducing the language…

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WHY analyse language?

To enable us to correct students’ mistakes and to answer their questions about language

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WHAT do we analyse?

MeaningForm

Pronunciation

function & appropriateness

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MeaningProblems can arise because:

• meaning is very complex, abstract or otherwise difficult to grasp

• this concept does not exist in the student’s own language

• a different meaning in std’s own language produces ‘L1 interference’

• the language item has more than one meaning in English

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Form Problems can arise due to:

• word order• grammatical rules e.g. use of auxiliary verbs, 3rd

person ‘s’ etc.• the part of speech (adjective, adverb etc.)• regular vs. irregular (e.g. past simple, -ing forms etc.)• spelling• over-generalisation of the rule

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PronunciationProblems can arise due to:

• student’s own language produces interference• spelling vs. pronunciation – silent letters etc.• Contractions (eg I’ve) and weak forms (eg could have

= /әv/) etc.• word or sentence stress• intonation

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Function - the purpose of the speaker

how and for what the language item is used (e.g. for giving advice, making an offer, giving permission, speculating etc.)

Appropriateness- where, when and with whom it can be used • register – formal, informal or neutral• how colloquial (or fashionable?) or specialised it is• whether it is written or spoken

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Solutions

• Present language in a clear situation• Give clear, simple explanations• Check meaning systematically• Do your research!

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I wish I had more time.

Meaning:

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I wish I had more time.

Meaning:

I want more time (now or in the future)I don’t have enough time nowI’m unlikely to get more time

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I wish I had more time.

Concept checks

Do I want more time now? (Yes)Do I have enough time now? (No)Do I think I’ll get more time in the future? (probably not)

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I wish I had more time.

Form:

I wish I had more time.

Subject + wish +(that)+ subject + simple past tense

(There are two subjects and two verbs because there are two clauses)

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I wish I had more time.

Form: Anticipated problem:

We use the simple past tense

BUT

the meaning is the present or the future

BECAUSE

the situation is unlikely or impossible.

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I wish I had more time.

Pronunciation: Anticipated problem:

had = /hӕd/ It can’t be contracted to I’d because it’s the main verb in this clause, NOT an auxiliary.

Stress – I wish I had more time

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SOME SUGGESTIONS Do your own analysis first – examine the language before you consult a grammar book. Then check with a grammar book that you find clear and accessible.

Check in your course book. Some course books have very user-friendly’ grammar sections. Sometimes looking at books designed to help students with grammar points may help you when you start out – e.g. Raymond Murphy’s ‘English Grammar in Use’

Do grammar exercises yourself first as if you were a student – then try to explain your choice of answer to yourself before you try it out on the students!

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Grammar reference books – some useful titles

• Practical English Grammar, M. Swan, OUP

• Grammar for English Teachers. M.Parrott• Teaching English Grammar, What to teach and how to teach it.

J.Scrivener.• Teaching Tenses. R.Aitken

• English Grammar in Use, R. Murphy, CUP