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Chapter 7 - Functional grammars, pedagogical grammars, and communicative language teaching

Published online by Cambridge University Press:  05 October 2012

By
Russell S. Tomlin
Edited by
Terence Odlin
Russell S. Tomlin
Affiliation:
University of Oregon, Eugene
Terence Odlin
Affiliation:
Ohio State University
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Summary

Introduction

English language students commonly produce written paragraphs like the one in (1), and teachers just as commonly make suggestions to guide students toward revisions like those in (2).

(1) A student paragraph (as originally written)

I came to America on June 11, 1989. I came to Eugen by plane by myself. The travel company made a complicated schedule for me. I stopped Osaka, Narita, Los Angeles, and San Francisco on the way to come to Eugene. That was the first time for me to take a plane by myself, and I could speak English very well. That was really scary for me. Even though the travel company gave me a lot of notes which showed me which way I should walk forward the gate in the each airports and when I lost my way at the airport, how I asked people in English.

(2) Some teacher suggestions for improvement

I came to America on June 11, 1989, traveling to Eugene by plane alone. The travel company made a complicated schedule for me. I stopped in Osaka, Narita, Los Angeles, and San Francisco on the way to Eugene. Since it was the first time I took a plane by myself, it was really scary, even though I could speak English very well. Even though the travel company gave me a lot of notes which showed me the way I should walk in each airport, I lost my way and had to ask people for help in English.

Type
Chapter
Information
Perspectives on Pedagogical Grammar , pp. 140 - 178
Publisher: Cambridge University Press
Print publication year: 1994

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