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For the spring semester, I choose a course called "How to teach grammar and linguistic". This main book is "Grammar to get things done" and we have other reading assignments like "Learning and Teaching English Grammar", (Birch,2005) . Here are the notes of Birch 2005

  Barbara M. Birch, California State University - Fresno

Barbara received her M.A. in Applied English Linguistics at UW-Madison in 1981, and then went on to complete her Ph.D. in Linguistics here in 1989. She subsequently became a professor in the Linguistics Department at California State University, Fresno. Her work focuses on English, ESL reading, language attitudes, and peace education.

  Table of CONTENTS

PART I: THE PANORAMIC PERSPECTIVE.

2. Grammar Learners and Learning.

3. Grammatical Approaches and Curriculum.

4. Creating the Multidimensional Classroom.

PART II: THE MICROSCOPIC PERSPECTIVE.

6. Words and Word Formation Procedures.

7. Nouns and Nouns Phrases.

8. Determiners and Pronouns.

9. Adjectives and Adverbs.

10. Verbals and Verb Phrases.

11. Prepositions and Particles.

PART III: THE MACROSCOPIC PERSPECTIVE.

 References  pearson 

 chapter 2 - The variety of learners 

 Terms of Abbreviations

SSE: STANDARD SPOKEN ENGLISH

SWE: STANDARD WRITTEN ENGLISH

SAE: STANDARD ACADEMIC ENGLISH ( COLLEGE USE) 

ESL: ENGLISH AS A SENCOND LANGUAGE 

EFL: ENGLISH AS A FOREIGN LANGUAGE 

ESOL: ENGLISH FOR SPEAKER OF OTHER LANGUAGE 

ELL: ENGLISH LANGUAGE LEARNER 

NS: NATIVE SPEAKER

NNS: NONNATIVE SPEAKER 

 Different Types of Learners 

1. Native standard English speaker 

People acquire local SSE naturally and in their homes, without any direct instruction from their parents. At school, they need explicit English instruction in usage to read and write SWE

2. Native nonstandard speakers 

People acquire a nonstandard variety of spoken English in their community such as African American, Cajun or rural area ( nonstandard features: double negatives)

the gap between the language they used and the standard language 

3. Nonnative speaker 

The mainly speak language at home is not English. They usyally have a pullout English-as-a-second-language class fir a few hours a day. 

 metalinguistic awareness is a cognitive process that allows a person to monitor and control their use of language. It is a type of metacognition, which is an awareness and control of one's own knowledge and cognitive processes (being able to think about thinking).

Metalinguistic awareness is the ability to see language as a code and separate it from its symbolic meaning. It is also an ability to think about language and structure objectively. People vary in their metalinguistic awareness capabilities with high levels being a strong predictor of language development and ability to acquire new languages.

4. Generation 1.5 

A term of some native-born or immigrant learners who come form a bilingual background is Generation 1.5, meant to convey that these learners come after first-generation immigrants but are not quiet second-gerneration bilingual. ( lack of metalinguistic awareness )

people understand their first language but not very good at speaking, reading and writing. They have nonnative errors and they don't develope proficiency in academic vocabulary, reading and writing. 

 Appraoches to Grammar Note - chapter 3 (Birch)

 Descriptive Approach :

  Descriptive grammar are specially designed to increase the reader's schooled declarative knowledge of grammar.

1. Generative :formal rule-based perspective

Generative Theory: a set of rules or generalization that the ideal native speakers / hearers of the language know in order to speak or understand their language. 

( the rules generate or produce well-formed sentences)

A generative grammar: it explain why a certain structure is the way it is. ( psycohlogical) 

Errors are those sentences that could not be generate by the rules for SSE / SWE or are slips of the tongue, when people make mistakes accidentally. 

2. Functional a perspective based on the way people use language to accomplish their purposes.

Functional Theory: holds that grammar stems from the function that speaker/ writers have to perform in language.

A functional grammar: the patterns that occur over and over again in many people's spoken and written communication in a natural setting. ( cognitive, social, historical) 

3. Lexical : the words and the ways they mostly commonly combined with each other. (collocation) 

Lexical Theory: the idea that grammatical generalizations stem from patterns of commom word combinations called collocations

 Prescriptive Apporach: the best usage of the most standard writers and speakers so that others whose language may be non-standard, or nonnative have access to them.

A prescriptive grammar: English allowed some sentences, but some writers prefer to avoid them. 

the grammar error are nonstandard or stigmatized words and grammar or expressions or style that the grammarian does not like. 

 Pedagogical Approach: make English different from other language, things that native speakers take for granted but that cause problems for nonnative speakers. 

Errors are an inevitable part of the translation form a first language to a second language. 

 Rhetorical Approach: 

understanding both the grammatical choices available to you when you write and the rhetorical effects those choices will have on your reader

Rhetorical grammar opens the door for analyzing real language use and how that language use affects readers (and listeners).

 Critical

   Approaches to Grammar 

  words and word formation procedures ( Birth p105 -144) 

Lexical awareness is the awareness of wordd and word formation; the more you know about words, the more you see in the words you come across. It expends exponentially. 

Morphemes are the bits and pieces from which words are formed.

A morpheme is a minimal language form with its own meaning: 

1. FORM: a unit of language that usually consists of a sequence of sounds in speech and in letters in writing.

2. the form must be associated with a meaning 

3. the form must be minimal 

Free morpheme : single morpheme content or function words used independently called  Free morpheme. For example, sun, cat, eat and so on. 

compounding: when people form new English words by juxtaposing two or more free morphemes called compounding. For example, bookstore, cowboy, watchdog and so on. The stressed usually falls on the first word. 

Bound Morpheme: if a morpheme must be attached to another moepheme or word to make sense called a Bound Morpheme

Derivational morphemes: 

(Derivation is a word formation procedure in which a new word is formed from combining free morphemes, bound roots, or Derivational morphemes.) 

(Derivational morphemes make a significant contribution to the meaning of the derived word and the sentence it appears in. ) 

1. prefix : bound morphemes that must be attached in front of another free or bound morpheme to be meaningful. For example, procedure, prescribe. 

2. suffix: bound morphemes that must be added  after other free or bound morpheme to be meaningful. For example, 

often result in change in the part of speech when a suffix is added. Teach is a verb when adding a suffix "er" became teacher and teacher is A noun. 

they make a substantial and sometimes unpredictable change in the meaning of the word. For example, scholarship vs friendship 

3. bound roots required a prefix or a suffix to form a word. For example, prescriptive, projection  

Inflectional morphemes: 

( the concept of content and function is as relevant to morphemes as it is to words. Corresponding to function words are the Inflectional morphemes. )

( Inflectional morphemes: supply grammatical nuances that are important for understanding the meaning of the word or sentence. )  

For example, 

third-person singular 

plural nouns