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Redefining the global grammar: Towar...

Zalewski, Jan Pawel.

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Redefining the global grammar: Towards the development of a communicatively-oriented pedagogical grammar of English as a Second Language.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Redefining the global grammar: Towards the development of a communicatively-oriented pedagogical grammar of English as a Second Language./
作者:	Zalewski, Jan Pawel.
面頁冊數:	291 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4306.
Contained By:	Dissertation Abstracts International53-12A.
標題:	Language, Modern. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9311294

Redefining the global grammar: Towards the development of a communicatively-oriented pedagogical grammar of English as a Second Language.
Zalewski, Jan Pawel.

Redefining the global grammar: Towards the development of a communicatively-oriented pedagogical grammar of English as a Second Language. - 291 p.

Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4306.

Thesis (D.A.)--Illinois State University, 1992.

To help develop a pedagogically useful description of English morpho-syntax, the study reexamines Burt's 1975 proposal for global grammar, based on Burt and Kiparsky's distinction between local and global errors. The idea of global grammar never caught on, arguably because the local/global distinction was based on the somewhat discredited target language perspective on L2 errors. However, it is asserted here that the dominant psycholinguistic perspective on L2 errors must be complemented with a target language perspective to come up with a learner-language-based description of the target language, all of which is critical to the development of pedagogical grammar.Subjects--Topical Terms:

1018098
Language, Modern.

Redefining the global grammar: Towards the development of a communicatively-oriented pedagogical grammar of English as a Second Language.
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245 1 0 $a Redefining the global grammar: Towards the development of a communicatively-oriented pedagogical grammar of English as a Second Language.
300 $a 291 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4306.
500 $a Chair: Bruce Hawkins.
502 $a Thesis (D.A.)--Illinois State University, 1992.
520 $a To help develop a pedagogically useful description of English morpho-syntax, the study reexamines Burt's 1975 proposal for global grammar, based on Burt and Kiparsky's distinction between local and global errors. The idea of global grammar never caught on, arguably because the local/global distinction was based on the somewhat discredited target language perspective on L2 errors. However, it is asserted here that the dominant psycholinguistic perspective on L2 errors must be complemented with a target language perspective to come up with a learner-language-based description of the target language, all of which is critical to the development of pedagogical grammar.
520 $a The importance of the kind of learner-language-based description of the target language proposed here to the development of pedagogical grammar is explained in the context of the idea of language acquisition through error recovery. If errors are natural and therefore unavoidable outcomes of language learning, then error recovery must be seen as central to language acquisition. It is argued here that the idea of L2 acquisition through error recovery deserves more attention in L2 language teaching in view of the fact that L2 errors do not self-correct as easily as L1 errors. Incomplete L2 learning is attributed here to adult learners' high control of cognitive processing which results in limited noticing (focal awareness), and so in limited linguistic intake. Due to their limited noticing, adult L2 learners can focus only on communicatively salient (global) features when processing language for meaning. Accordingly, features which are usually local are harder to learn.
520 $a The redefined global grammar proposed here offers a solution to the problem of incomplete L2 learning because it presents features that need to be learned in contexts where they have to be processed for meaning thereby increasing their communicative salience and making them easier to notice for adult L2 learners and so easier to learn.
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