GRAMMAR

GRAMMAR

1. MORPHOLOGY

2. SYNTAX

3. Linguistic (or grammatical) competence, Sociolinguistic, (or pragmatic) competence, Discourse competence, and Strategic competence.

4. SENTENCE-LEVEL

   • ≠ DISCOURSE-ORIENTATED

5. TREATMENTS OF GRAMMAR IN DISCOURSE

   • All languages make use of cohesive ties. However, the way a tie is preferred is language-specific.
   • Ties of
     • REFERENCE
     • SUSBSTITUTION
     • ELLIPSIS
     • CONJUNCTION

6. ANALYZING GRAMMA & DISCOURSE

   • Relation between grammar & discourse
     • MACROPRAGMATIC APPROACH
       • TOP-DOWN
     • MICROANALYTIC APPROACH
       • BOTTOM-UP

7. DISCOURSE-BASED RESEARCH

   • WORD-ORDER
     • Fixed order
       • Ej: inglés
     • DATIVE ALTERNATIONS
       • For the sentence-level approach, tenses are equivalent but in pragmatic or discourse-sensitive are nonequivalent words.
     • WORD-ORDER VARIATION SEPARABLE PHRASAL VERB
       • For sentence-level tenses are equivalent but in pragmatic or discourse-sensitive such sentences were not equivalent since the degree of newness or importance of the direct object played a prominent role in determining the word order.
   • TENSE, ASPECT, AND MODALITY
     • USED TO- WOULD('D)
     • BE GOING TO - WILL('LL)
     • BOTH: Tense-aspect-modality sequences play an important role in creating coherence in oral narrative
   • MARKED CONSTRUCTIONS
     • WH- clefts
       • Conclude a talk
       • Ambiguousy
     • Existential THERE
       • Introduce another topic

8. PEDAGOGY AND ASSESSMENT

   • There is little contextualised material that we may find. However, we should teach grammar using discourse-based and context-based activities.
     • TEACHING YOUNG LEARNERS:
     • TEACHING BEGINNERS (OF ALL AGES):
     • TEACHING INTERMEDIATE LERNER:
     • TEACHING ADVANCED LEARNERS:

9. TESTING GRAMMAR