Presenting Lectures with PowerPoint Dan McCloy UW Linguistics Department September 2011 TA Training.
Training Linguistics
-
Upload
jose-fragoso -
Category
Documents
-
view
222 -
download
0
description
Transcript of Training Linguistics
![Page 1: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/1.jpg)
Language Awareness and
Grammar Teaching in Mother
Tongue Education João Costa (FCSH-UNL)
Brussels, February 2012
![Page 2: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/2.jpg)
Goal
• To relate goals in the teaching of mother tongue with the contributions from research in language development.
![Page 3: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/3.jpg)
Outline
1. Teaching grammar: some goals
2. Implicit grammatical knwoledge in school age children: Contribution from some studies in L1 acquisition.
3. Implications for teaching and teacher training.
![Page 4: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/4.jpg)
![Page 5: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/5.jpg)
Mother tongue teaching
• Portuguese context - (CNEB and) Sim-Sim, Duarte e Ferraz (1997):
Explicit knowledge of language is a core skill in mother tongue teaching.
• This proposal is further supported by the 2009 syllabus.
![Page 6: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/6.jpg)
Grammar teaching
• Advantages of grammar teaching have been documented in several studies (Duarte (1992, 1997, 2000), Sim-Sim (1995), Hudson (2001), among others.
• In Portugal, it is known that grammar has not been taught/learnt. A couple of studies indicate causes and consequences for this state of affairs. (Delgado Martins et al. 1987, Duarte 1996, Costa 2007, among others).
![Page 7: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/7.jpg)
Reasons to teach grammar Duarte (2008): Instrumental goals Attitudinal goals General and specific cognitive goals
![Page 8: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/8.jpg)
Mother tongue teaching
• Sim-Sim, Duarte e Ferraz (1997):
“[Compete à escola] contribuir para o crescimento linguístico de todos os alunos, estimulando-lhes o desenvolvimento da linguagem e promovendo a aprendizagem das competências que não decorrem do processo natural de aquisição”. (p.35)
![Page 9: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/9.jpg)
Mother tongue teaching
• Sim-Sim, Duarte e Ferraz (1997):
“[Compete à escola] contribuir para o crescimento linguístico de todos os alunos, estimulando-lhes o desenvolvimento da linguagem e promovendo a aprendizagem das competências que não decorrem do processo natural de aquisição”. (p.35)
![Page 10: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/10.jpg)
What is presupposed
• Conscious intervention implies knowing:
a) what language growth is;
b) Degree of linguistic development of students;
c) Difference between those skills that follow from the natural acquisition path and those that have to be explicitly taught;
d) Grammar teaching as developmental activities.
![Page 11: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/11.jpg)
Costa, Lobo and Silva (2008)
Reis (2008)
Friedmann and Costa (2010, 2010a)
Ambulate and Costa (2010)
Costa and Lobo (2009, 2010)
Cerejeira (2009, 2010)
(+ several ongoing dissertations)
![Page 12: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/12.jpg)
Relative clauses
Subject relatives:
Gostava de ser o menino que come gelado.
Object relatives:
Gostava de ser o menino que o avô encontra.
![Page 13: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/13.jpg)
Relative clauses
Subject relative Object relative
Gostava de ser o menino
que come gelado.
Structure:
- Complex.
- With movement.
- Preserving the canonical order.
Gostava de ser o menino
que o avô encontra.
Structure:
- Complex.
- Without movement.
- Not preserving canonicity.
![Page 14: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/14.jpg)
Development of relative clauses
• Vasconcelos (1991): relative clauses are acquired early, but there are problems in its parsing/comprehension.
• Friedmann (2003): there are asymmetries between subject and object in comprehension and production.
• Question: what’s children’s knowledge of relativs by the time they enter school?
![Page 15: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/15.jpg)
Relative clause production
• Costa, Lobo and Silva (2008/2011):
Adaptation of preference task by Friedmann (2003), in accordance with the strategy of project COST-A33 “Crosslinguistically Robust Stages of Language Acquisition”.
• Participants: 60 children between 3;9 and 6;2 (average 5;2) from Lisbon.
![Page 16: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/16.jpg)
Group result
0%
20%
40%
60%
80%
100%
TOTAL relativas SUJEITO TOTAL relativas OBJECTO
78%
31%
![Page 17: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/17.jpg)
Individual results
0
1
2
3
4
5
6
7
8
9
10
1 2 3 4 5 6 7 8 9 101112131415161718192021222324252627282930313233343536373839404142434445464748495051525354555657585960
![Page 18: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/18.jpg)
Reis (2008): relatives in writing task
0
20
40
60
80
100
3rd grade 5th grade 8th grade
Subject relatives
Object relatives
![Page 19: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/19.jpg)
Alternatives to the production of
object relatives
- Gap filling:
“Gostava de ser o menino que o avô encontra o menino”
“Gostava de ser o menino que o avô encontra-o”
![Page 20: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/20.jpg)
Alternatives to the production of
object relatives
- Transformation into subject relative:
“Gostava de ser o menino que encontra o avô”
- Non answer:
“Gostava de ser o menino que… é muito difícil, não consigo dizer” (G., 5 year old)
![Page 21: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/21.jpg)
Relative clause comprehension
Picture selection task.
Mostra-me o hipopótamo que seca o menino.
Mostra-me o hipopótamo que o menino seca.
35 children between 4 and 6 (average 5;4)
![Page 22: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/22.jpg)
Results
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Sujeito Objecto
97%
61%
![Page 23: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/23.jpg)
Conclusions
• School age children do not master relative clauses in a stable manner.
• Problems are only to be found with object relatives, not with subject relatives.
• Problems are not related to the existence of complex sentences or containing movement, but rather in production of word order changes (see Cerdeira (2007) and Ferreira (2008) for different results with agrammatic patients).
![Page 24: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/24.jpg)
Nature of the problem
• Other studies confirm the idea that intervention of the subject between the object and the base position is problematic.
Objeto …… Sujeito ……………. ____
![Page 25: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/25.jpg)
Cerejeira (2009)
• Test on wh-questions (production and comprehension).
• Participants: 60 children aged between 3;9 and 5;11
![Page 26: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/26.jpg)
Method for production Interrogativa de sujeito com verbo reversível
1. Apresentação do desenho
2. Estímulo:
“Alguém está a molhar o
menino. Eu quero saber
quem! Pergunta ao Pinóquio!”
Pergunta alvo: Quem é que está a molhar o
menino?
3. Apresentação do desenho
Interrogativa de objecto com verbo reversível 1. Apresentação do desenho
2. Estímulo:
“O pai está a molhar alguém.
Eu quero saber quem! Pergunta ao Pinóquio!”
Pergunta alvo: Quem é que o pai está a
molhar?
3. Apresentação do desenho
![Page 27: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/27.jpg)
Results
Interrogativas alvo
SR OR SI OI
[3;2 – 3;11]
24/200 12% 5/200 3% 28/200 14% 50/200 28%
[4;1 – 4;11]
151/200 76% 56/200 28% 171/200 86% 144/200 72%
[5;0 – 5;11]
180/200 90% 123/200 62% 187/200 94% 158/200 79%
![Page 28: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/28.jpg)
Comprehension
• Cerejeira (2009):
- Confirmation of production data;
- Asymmetry between object wh-questions (D-linked and non D-liked.
![Page 29: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/29.jpg)
Movement is not the problem
• Friedmann & Costa (2010):
Comprehension task for the following conditions:
- Subject relatives
- Object relatives
- Null subject in coordinate sentence with object in the first conjunct.
- Null subject in coordinate sentence without object in the first conjunct.
![Page 30: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/30.jpg)
Method and results • Picture selection
![Page 31: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/31.jpg)
Method and Results
• 30 children aged between 4;4 and 5;11
![Page 32: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/32.jpg)
Problem is not the interpretation
of “null positions” • Ambulate and Costa (2010), Silva (in prep.)
Better interpretation of null subjects than lexical subjects:
O Shrek disse ao Noddy que ___ está cansado.
O Shrek disse ao Noddy que ele está cansado.
![Page 33: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/33.jpg)
Problem is not in the
interpretation of “null positions” • Costa and Lobo (2009, 2010):
Target intepretation of null objects (though not in reflexive contexts)
![Page 34: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/34.jpg)
Example of test item
Condition: null object
Vamos ver o que é que o Rui fez ao cão.
Olha! Mergulhou na piscina!
![Page 35: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/35.jpg)
Problems last in cases of
impairment • José (2011): Object reversible questions are the only
difficult ones for SLI children.
• Fonseca (2011): Object relative clauses are the ones causing difficulties for SLI children.
• Costa and Friedmann (2010a), Mangas (2011): Object relative clauses yield greater difficulties to hearing impaired children.
• Barragon (em prep.): interpretation of null subjects as critical criterion for bilingualism and SLI.
![Page 36: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/36.jpg)
Conclusions
• At the onset of schooling, children have difficulties in dealing with syntactic dependencies of the type O S __
• Syntactic dependencies may be a marker of problems in language development.
• Loureiro (in prep.): ongoing research on language awareness in different moments of “school growth”.
![Page 37: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/37.jpg)
![Page 38: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/38.jpg)
Recall…
• Sim-Sim, Duarte and Ferraz (1997):
“[Compete à escola] contribuir para o crescimento linguístico de todos os alunos, estimulando-lhes o desenvolvimento da linguagem e promovendo a aprendizagem das competências que não decorrem do processo natural de aquisição”. (p.35)
![Page 39: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/39.jpg)
Language growth
• We’ve observed that syntactic dependencies, in particular object relatives, are linguistic domain for which no steady knowledge is attained at the onset of school years.
• School has the task of promoting linguistic growth.
• School has the task of promoting activities that make it possible to exercize syntactic dependencies.
![Page 40: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/40.jpg)
Stimulation
• Being aware of the fact that not all dependencies are alike (there are subject-object asymmetries) makes us understand that reading and writing activities are richer if the involve structures that promote growth.
• A pedagogical work guided towards the development of language awareness (Sim-Sim 1997) on unproblematic structures should come before the work on structures that are subject to late acquisition.
![Page 41: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/41.jpg)
Where does explicit grammar
come in? • For the sucess of these processes, metalanguage
is needed:
- So the teacher knows what to work on;
- For the establishment of generalizations and rules;
- For consulting supporting materials.
Labels and categories are, therefore, a tool and not the goal of grammar teaching.
![Page 42: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/42.jpg)
Implications for teacher training
• Solid background on:
- Properties of adult grammar;
- Language development;
- Grammar teaching as developmental activities;
- Criteria for tracing developmental problems.
![Page 43: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/43.jpg)
One example: Relevance of grammar teaching for promoting literacy
![Page 44: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/44.jpg)
Starting point
• Reading – crucial skill for all knwoledge.
Reading
Access to information
Aesthetical sense
Culture Values
Citizenship
![Page 45: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/45.jpg)
Reading
• The good reader:
- Enjoys reading
- Read a lot
- Reads quickly
- Reads efficiently (interpreting what he reads)
![Page 46: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/46.jpg)
Reading is needed for all other skills • READING is needed for all knowledge:
- Skill used for the development of knowledge in all areas.
Exclusive of READING?
![Page 47: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/47.jpg)
Skills in Mother Tongue
Reading
Writing
Oral production
Oral comprehension
Grammar
![Page 48: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/48.jpg)
Oral (Comprehension and Production) • Condition of success for situations like:
- Complaint
- Job interview
- Expression of feelings/symptoms
- Sucess in communicative interaction
…
![Page 49: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/49.jpg)
Writing
• Condition of success for situations like:
- Job application
- Exposing professional situation
- Invitation
…
![Page 50: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/50.jpg)
Grammar
• Condition of success for situations like:
- Reflexion for use
- Understanding and accepting variation
- Linguistic self-confidence
(Duarte 2008)
![Page 51: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/51.jpg)
Reading
Writing
Oral Production
Oral Comprehension
Grammar
![Page 52: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/52.jpg)
• Relations between reading and grammar
• Reading involves:
DECODING
INTERPRETING RELATING
(Martins & Niza 1998)
![Page 53: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/53.jpg)
Decoding and graphic representation
![Page 54: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/54.jpg)
Phonology
• Strong predictive relations between work on phonological awareness and reading skills (e.g. J. Morais 1994).
![Page 55: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/55.jpg)
Morphology
IM-POSSIBIL-IDADE PENSA-DOR IN-VISIBIL-IDADE FUMA-DOR IN-CAPAC-IDADE LAVA-DOR I-MORTAL-IDADE BRINCA-DOR Morphological analysis enables sustained
reflection about the shape of words and the anticipation of meanings (e.g. Carslile 1995)
![Page 56: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/56.jpg)
Lexicon
• Duarte (2008):
Factores sócio-
-económicos
Conhecimento
prévio
Domínio do
português padrão
Capital
lexical
Volume de
leituras
Compreensão
de leitura
Ensino explícito
do léxico
Produção
escrita
![Page 57: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/57.jpg)
Syntax
• A. Costa (2005)
• Examples:
- Reading of non-canonical orders;
- Reading of complex sentences.
- Relevance for oriented READING!
- Great interaction with psycholinguistic processes associated to READING.
![Page 58: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/58.jpg)
Semantics
• Santos (2002): retrieval of the antecedent of pronouns.
• Ana Costa (2010): comprehension of contrast with different connectors.
• Costa, Lobo and Silva (2011), Costa, Grillo and Lobo (2012): comprehension of object relative clauses.
![Page 59: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/59.jpg)
Text
• PISA: - Good reader reads different GENRES
efficiently. • Coutinho (2003, 2006, 2009), among others: - Textual clues make it possible to differentiate
GENRES (register markers, subjectivity markers, etc.)
• Reading text and hypertext.
![Page 60: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/60.jpg)
Paratext
• Anticipation of reading hypotheses conditioned by paratextual aspects:
- Text display;
- Images (Baptista, Luegi, Faria and Costa 2010);
- Support.
…
![Page 61: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/61.jpg)
Context
• Context, reference may be important (they certainly constrain reading, but not all of them are crucial).
![Page 62: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/62.jpg)
Relevance for teaching
• CREATION OF EFFICIENT READERS implies:
- Solid work enabling development of language awareness.
- READING develops through reading, but also through GRAMMAR.
![Page 63: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/63.jpg)
Relevance for teaching
• CREATION OF EFFICIENT READERS implies:
- Managing intervention towards performance.
- Linguistic criteria in the selection of text (not just thematic or traditional).
- Clear dissociation between teaching to read and “animation” of reading.
![Page 64: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/64.jpg)
I enjoy reading
I am able to read
![Page 65: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/65.jpg)
• Cross-sectional dimention of mother tongue skills is more efficient if each skill plays a CORE role in the organization of learning.
![Page 66: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/66.jpg)
General conclusion
• Children know grammar, but their grammaticl knowledge is not fully attained by the time they enter school.
• School must be aware of the real capacities of childre in order to be able to act efficiently.
• Mother tongue teaching benefits from information in grammar teaching, if it is based on the stimulation of linguistic skills and language awareness.
![Page 67: Training Linguistics](https://reader030.fdocuments.in/reader030/viewer/2022020220/568c337d1a28ab02358cea0c/html5/thumbnails/67.jpg)
Acknowledgments:
Project “Syntactic Dependencies from 3 to 10”
(PTDC/CLE-LIN/099802/2008)
Schools and children who participated in the experiments.