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ERIC Number: ED086023
Record Type: RIE
Publication Date: 1973-May-11
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Pragmatic Syntax in the Classroom.
Rutherford, William E.
The thesis that classroom instruction in the grammatical forms of a language is undesirable, currently held by a number of applied linguists, is rejected. However, although it has been found that inducement of grammatical consciousness is not necessarily a pedagogical liability, its worth depends to a large extent upon the kinds of facts to be made known and the way in which they are presented. Specific examples of this are presented. While admitting the pedagogical validity of grammar study, it is neither necessary nor desirable to exclude attention to pragmatics; syntax and pragmatics can work in effective harmony. That the student wants to use the language to communicate and that the teacher needs to draw attention to certain structures are not irreconcilable facts. What the student "wants to say" can, in many ways, actually be controlled from outside, i.e., by the teacher, with the aid of proper materials. Such materials would include presupposition-based exercises prescribed not so much by prior stipulation as by the very content of the communication upon which the exercise is built. Specific examples of such exercises are given. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of Teachers of English to Speakers of Other Languages (7th, San Juan, Puerto Rico, May 11, 1973)