GRAMMAR IN A MODERN TERTIARY LEVEL FOREIGN LANGUAGE COURSEBOOK
https://doi.org/10.24833/2410-2423-2020-1-21-69-78
Abstract
The article considers the methodological basis for developing grammar materials for a modern tertiary level FL coursebook: a communicative and competency-based approach, within which the principles of authenticity, multimodality, contextuality, relevance and a multilevel approach in task design are implemented. Grammar is regarded as an essential component of a FL course being instrumental in developing not only communicative competence, but also higher order thinking skills. Thus, the goals of teaching/learning grammar are defined as communicative and cognitive. The goals determine a grammar materials writer’s objectives: 1) to integrate grammar into a profession-oriented FL course, 2) to develop an effective system of exercises; 3) to make the materials usable in mixed-ability groups. Types of exercises as well as approaches to selecting, sequencing and presenting grammar items pivot on the above principles. A system of goal-oriented exercises, including three main types: analytical, semi-communicative, and communicative (drill exercises are meant for out-of-class practice) is suggested. Illustrations of the main points from the grammar section of an English language coursebook developed by the author and the results of employing it are provided. It is concluded that a modern concept of a FL coursebook and a specific author’s competence are central to developing effective grammar materials.
About the Author
O. A. Kravtsova
Moscow State Institute of International Relations (University)
Russian Federation
Russian Federation
O.A. Kravtsova – PhD in Linguistics, Associate Professor, associate professor of English Language Department № 1 at MGIMO University. Spheres of research and professional interest: the grammar and stylistics of English, linguistic pragmatics, linguodidactics, course design and materials development for General English and ESP.
76, Prospect Vernadskogo, Moscow, 119454, Russian Federation.
References
1. Gal’skova, N.D., Gez N.I. Teoriia obucheniia inostrannym iazykam. Lingvodidaktika i metodika [The Theory of Teaching Foreign Languages. Language Teaching Methods]. Moscow: Akademiia. 2006, 336 p.
2. Kravtsova O.A., Yastrebova E.B. Sovremennyi autentichnyi uchebnik inostrannogo iazyka dlia vuza: problemy i puti resheniia [A Modern Authentic Tertiary Level Foreign Language Coursebook: Challenges and Ways Forward]. Filologicheskie nauki v MGIMO [Philological sciences at MGIMO], Moscow: MGIMO University, 2019, no. 18 (2), pp. 48-57.
3. Riumina, N.A., Yastrebova E.B. Formirovaniie inoiazychnoi lingvisticheskoi kompetentsii na osnove vzaimodeistviia rodnogo i inostrannogo iazykov [Forming a Foreign Language Linguistic Competency on the Basis of Interaction Between the Native and a Foreign Language]. Moscow, Vestnik MGLU, 2004, no. 492. pp. 65-75.
4. Solovova, E.N. Metodika obucheniia inostrannomu iazyku [Methods of Teaching a Foreign Language]. Moscow: Prosveshcheniie, 2002, 241 p.
5. Yastrebova E.B., Kravtsova O.A. Kakoi uchebnik inostrannogo iazyka nuzhen vuzu segodnia? [What Kind of Foreign Language Coursebook Does Tertiary Education Need Nowadays?]. Innostrannye Yazyki v Shkole [Foreign Languages at School], 2011, no. 5, pp. 63-68.
6. Yastrebova E.B., Kravtsova O.A., Kryachkov D.A., Vladykina L.G. Angliiskii iazyk dlia mezhdunarodnikov: Uchebnik dlia vuzov v dvukh chastiakh. Chast’ 1. [English for Students of International Relations: Coursebook for Universities in two parts. Part 1], Moscow, Aspekt Press, 2018. 640 p.
7. Yastrebova E.B., Kravtsova O.A. Angliiskii iazyk dlia mezhdunarodnikov: Kniga dlia prepodavatelia [English for Students of International Relations: Teacher’s Book], Moscow, Aspekt Press, 2018. 232 p.
8. A Taxonomy for Learning, Teaching and Assessing: a Revision of Bloom’s Taxonomy of Educational Objectives. Ed. by Anderson, Lorin W. & Crathwohl David R. Pearson, 2000. 336 p.
9. Azar, Betty. (2007) Grammar-Based Teaching: A Practitioner’s Perspective. TESL-EJ, Sept. 2007. Volume 11, Number 2. [Electronic resource] – Access mode: http://www.tesl-ej.org/ej42/a1.pdf (accessed 05.07.2019).
10. Ellis, R. (2003) Task-based Language Learning and Teaching. Oxford: Oxford University Press, 2003, 387 p.
11. Hymes, D. (1972) On Communicative Competence / Sociolinguistics. Ed. by Pride, J.B. and Holmes, J. Harmondsworth: Penguin Books, pp. 269-285.
12. Krashen, Stephen D., (1981) Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press, 1981, 151 p.
13. Mulroy, D. (2003) The war against grammar. Portsmouth, NH: Boynton/Cook Publishers, Inc., 144 p.
14. Newby, D. (2008) A Cognitive+Communicative Approach // Future Perspectives for Language Teaching. Ed. by W. Delanay and L. Volkmann, Heidelberg: Winter, pp. 29-44.
15. Swan, Michael. (2006) Teaching Grammar. Does Grammar Teaching Work? // Modern English Teacher 15/2. [Electronic resource] – Access mode: https://mikeswan.net/wp-content/uploads/2017/08/Teaching-grammar-%E2%80%A6..pdf (accessed 01.07.2019).
16. Tomlison, B. (2010) Principles of effective materials development // English language teaching materials: Theory and Practice. Ed. by J.Richards. New York: Cambridge University Press, pp. 81-108.
Review
For citations:
Kravtsova O.A. GRAMMAR IN A MODERN TERTIARY LEVEL FOREIGN LANGUAGE COURSEBOOK. Linguistics & Polyglot Studies. 2020;21(1):69-78. (In Russ.) https://doi.org/10.24833/2410-2423-2020-1-21-69-78
Views:
613
Email this article 