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Nguyen Hai Linh

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assuming that this writing was done by a Vietnamese student, here is my correction

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I tried to put some me in it. Hope it works.

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By the end of the lesson, I have been aware of the importance to distinguish different prescriptive and descriptive grammar(s).

The key to successful grammar teaching comes from grammar understanding. By considering the application of different grammar points, we will know how each setting is formed and generated, what purposes they serve and what practical theories they are based on.

Regarding prescriptive and descriptive grammar, the terms are not new. However, new key phrases come up every time the distinction is taken into consideration. I believe the most essential pairs of phrases are traditional – modern and constantly changing, academic / formal – daily / informal, model – function of language and fixed rules – accepted norms. Our view of each type decide what approach and technique we use to clarify them to our students.

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It is interesting to know more about desriptive and prescriptive grammar. We cannot deny the importance of either type of grammar. As a teacher, I should know the relationship between these two types so that I can apply them appropriately to my teaching.

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I have learned that prescriptive grammar is also a necessary approach in English learning and teaching, as it helps learner to base on a kind of standard to establish their language system from the foundation.

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I can be well-aware of these two type of grammar, and (hopefully) know how to adjust my teaching so that students aren't confused when using inappropriate grammar rules.

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I have learned about the differences between descriptive and prescriptive grammar which is necessary for me to explain to my students' questions when they see the mismatching things between the knowledge they were taught and the language they see in movies or real life.

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I can now distinguish the 2 types of English grammar and know about their pros and cons.
- Using descriptive grammar can help language user easily communicate in real life context.
- Prescriptive grammar is mostly used for academic purposes such as exam, test, etc.
- Teaching English in Vietnam now is more focused on prescriptive grammar, which leads to the fact that most English learners in Vietnam lack communicative skill and unable to understand the native speakers in some case.
- Depends on the purposes of the learners, teacher should choose a suitable approach and grammar types to teach English grammar.

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Duong Thu Giang
After the first session, I have understand more about  the difference between descriptive and prepare prescriptive grammar. Both types are very important in language use; however, I tend to teach prescriptive grammar for my students more often since their aim is to get higher education for abroad study.
I wonder that how I can stimulate students to explore daily language instead of putting too much emphasis on rules in the textbook while they spend most of the time studying and memorizing structures to correct the form in the tests

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Both descriptive and prescriptive English are important for us to not only successfully pass academic exams but also effectively communicate in real life.

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What I learnt from the lesson:
1. Prescriptive grammar: rules, what we teach students
2. Descriptive grammar: what is actually used in daily life

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By the end of the lesson, I 've been aware of the importance to distinguish different types (or in other words, perspectives and approaches) to grammar. 

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By the end of the lesson, I 've been aware of the importance to distinguish different types (or in other words, perspectives and approaches) to grammar. 

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The key to grammar

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I have changed my mindset about teaching both prescriptive and descriptive grammar at school

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After the lesson, I understand about the contrast between prescriptive and descriptive grammar

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After the first lesson, I have been exposed to some theoretical concepts of Grammar. One of the biggest one is the difference between Prescriptive and Descriptive Grammar. Besides, I can realize the way English Grammar is really taught in some specific pedagogical contexts in Vietnam.

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Hieu Minh

I can be well-aware of these two type of grammar, and (hopefully) know how to

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Both descriptive and prescriptive Eng

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What I learned from session 1:
1. The difference between functional and traditional grammar, prescriptive grammar and descriptive grammar
2. What and how to teach grammar depends on the purpose of learning  PG are more suitable for exam, academic writing, standardized evaluation, while DG benefits real life communication.
3. Traditional grammar is more convenient to teach, while functional grammar requires more resources and effort in teaching and pre-plan.

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I can now distinguish the 2 types of English grammar and know about their pros and cons.
- Using descriptive grammar can help language user easily communicate in real life context.
- Prescriptive grammar is mostly used for academic purposes such as exam, test, etc.
- Teaching English in Vietnam now is more focus on prescriptive grammar, which leads to the fact that most English learners in Vietnam lack communicative skill and unable to understand the native speakers in some case.
- Depends on the purposes of the learners, teacher should choose a suitable approach to teach

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What I learned from session:
1. Prescriptive: rules, how people ought to say. Prescriptive language helps pp sound more polite and educated.
2. Descriptive: how language is actually used in everyday life, how people do actually speak language
* Traditional grammar: prescriptive, tell you what you can and cannot say; not teach Ss to apply grammar outside of classroom
* Functional grammar: descriptive, cultural and social context, focus on meaning - communicated based
=> the choice between descriptive or prescriptive depends on the purpose of the learners.

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After this lesson, I am able to:
- distinguish  the two concepts: prescriptive and descriptive grammar.
- recognize the importance of both types of grammar in language teaching

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Thanks to this session, I can fully understand the definition of grammar, the differences between prescriptive and descriptive grammar, traditional and functional grammar and the importances of teaching both. Moreover, I have exchanged some methods to combine both types in my teaching with my friends.

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In the first section I have learned to recognize the difference between Descriptive and Perscriptive Grammar. With the theory we can relate to the real-life situation with our students.

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I know more about the difference between 2 approaches to teaching grammar but still wonder about how to implant those knowledge effectively into my students' brains. Learning languages is an endless effort though and how to bring language classroom closer to students' actual usage outside classroom. Also, with the booming of media, students' language tends to be more updated than teachers since they are fans of new released TV series with current trend and even newly invented terms. Therefore, it's at the same time, a challenge for language teachers to keep ourselves posted to the changing language.
P/S: I like the discussion part the
most.

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After learning from 1st session, I can:
- Distinguish between descriptive and prescriptive grammar: descriptive grammar mainly focuses on how language should be used by identifying which is correct and incorrect. This could be useful for true beginners when they need some common rules and standards to base on or for higher education specially for academic writing. On the other hand, descriptive grammar concentrates on how language is used regardless of correction, sometimes, it is very useful when teaching communication and how language is used in real life compared to textbooks.

- Acknowledge about traditional and functional grammar: traditional approach considers grammar from bottom up (words-whole text) while functional approach is based on meaning according to different contexts from whole text – words.

- Discuss some problems that other teachers considering when teach grammar at school: how to deal with some students who struggle with tenses (past tense)

- Give opinion about how the views of grammar affect the way of teaching/learning it in terms of choosing the most appropriate methods in order to achieve outcomes.

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By the end of the 1st session, I am aware of the importance as well as differences between prescriptive and descriptive grammar. While the latter plays an important role in spoken English and daily conversation,  the former is essential for academic English. Having the knowledge of these two types of grammar will affect the way of teaching grammar which suits my students' purposes.
- I also get the idea of functional grammar and traditional grammar
- The teaching of grammar should be a cycle-recursion

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-Name + what you have learnt and like from the 1st session
- Questions?

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The role of story telling in teaching grammar

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The role of story telling in teaching grammar

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Lucarevschi (2016) The role of story telling

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Cakir (2011) problems in teaching tenses to Turkish learners

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Franklin (2010) Multimedia based- English verb tenses

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Karen Saxby is the author of the Storyfun series, published by Cambridge University Press. She also co-wrote the Fun For series, and is an experienced Cambridge Assessment English consultant. In this article, she explores how stories can be used to make young people's language learning meaningful and memorable.

As a child, I loved sitting on my grandfather's lap while he read me stories. I remember most of them even though I am now a grandparent, too! As a child, I was blissfully unaware that, as I listened to the stories, I was also learning new words and ways in which those new words combined to communicate ideas and life lessons.

A good story encourages us to turn the next page and read more. We want to find out what happens next and what the main characters do and what they say to each other. We may feel excited, sad, afraid, angry or really happy. This is because the experience of reading or listening to a story is much more likely to make us 'feel' that we are part of the story, too. Just like in our 'real' lives, we might love or hate different characters in the story. Perhaps we recognise ourselves or others in some of them. Perhaps we have similar problems.

Because of this natural empathy with the characters, our brains process the reading of stories differently from the way we read factual information. Our brains don't always recognise the difference between an imagined situation and a real one so the characters become 'alive' to us. What they say and do is therefore more meaningful. This is why the words and structures that relate a story's events, descriptions and conversations are processed in this deeper way.

In fact, cultures all around the world have always used storytelling to pass knowledge from one generation to another. Our ancestors understood very well that this was the best way to make sure our histories and information about how to relate to others and to our world was not only understood, but remembered too. (Notice that the word 'history' contains the word 'story' - More accurately, the word 'story' derives from 'history'.)

Encouraging your child to read or listen to stories should therefore help them to learn a second language in a way that is not only fun, but memorable.

Let's take a quick look at learning vocabulary within a factual text or within a story. Imagine the readers are eight-year-olds interested in animals. In your opinion, are they more likely to remember AND want to continue reading the first or second text?

Many birds and animals live in the world, for example, parrots, pandas, lions, leopards and rabbits. In the sea we can find whales, dolphins, sharks and octopuses.

My younger brother is called Fred. Fred's very interested in animals. He talks and asks questions about animals ALL the time! Fred's really interested in parrots and pandas and lions and leopards and rabbits. But Fred's favourite animals live in the sea. He has pictures of whales, dolphins, sharks and octopuses on all the walls of his bedroom.

From: Do whales have stomach aches? ( Storyfun for Movers, Cambridge University Press, 2011).

When choosing second language story books, you might consider questions like:

Will your child easily identify with the central characters? Are they of similar ages for example?

Will the events interest and excite, scare or amuse your child enough to motivate them to continue reading?

Is the story an appropriate length - not too short, not too long?

Will the layout - the font, the titles, the amount of text on each page - appeal to your child?

Is it supported by illustrations that your young reader will enjoy looking at?

For your child to gain the maximum benefit and language learning from reading stories, consider the story's language level carefully, too. Is the grammar and vocabulary not too easy but still accessible to the reader? Would the language be similar to that which your child might use in their first language? Would it support school work and help prepare for tests? Useful EFL publications such as Storyfun for Starters, Movers and Flyers and other graded readers are carefully written with these important considerations in mind.

But, of course, stories don't only offer the young reader a chance to read. The experience also creates an opportunity to talk about the story. As a parent, you can encourage your child to describe their favourite person, part of the story or picture. Their creativity might be developed by drawing new story pictures or even by writing their own short stories as a result.

If your child is reluctant to read or has little confidence in their ability to read in another language, you might help them by reading the story to them, stopping where necessary to interact and ask questions like 'What do you think will happen next?' If you read to your children in a relaxed and fun way, they will subconsciously relate to the reading and language learning process more confidently and positively. Of course, being read to by a parent, for whatever reason, is also simply a lovely way to share quiet and close time.

The experience of reading or listening to a story allows us to escape our own lives for a moment and live in another one in a fun and safe way. In the same magical experience, a goldmine of language may be learned, so do encourage your child to read stories in their second language as well as their first!

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Karen Saxby is the author of the Storyfun series, published by Cambridge University Press. She also co-wrote the Fun For series, and is an experienced Cambridge Assessment English consultant. In this article, she explores how stories can be used to make young people's language learning meaningful and memorable.

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Ana & Ratminingsih (2012) teaching English tenses to EFL learners- deductive or inductive?

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Baby & Kumar (2017) teaching tenses in simplest methods for non natives

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Chapter 12- Time and Reality might be relevant

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Chapter 12- Time and Reality might be relevant

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In response to the question "What do you mean by 'unpacking a text'?"

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Scott Thornbury -  How to Answer Learners' Grammar Questions

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Using corpora to inform the teaching of academic vocabulary

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Spoken Grammar: why is it important? Michael McCarthy

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The science of analyzing conversations, second by second | Elizabeth Stokoe | TEDxBermuda

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Professor Mike Mccarthy - English Language Reference And Teaching Materials, Teaching Resources, Esl Teaching Materials

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Professor Mike McCarthy English Language Reference and Teaching Materials

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Each of these worksheets has been designed to print out on a single sheet of A4 or US Letter size paper. Each worksheet may be downloaded, printed, photocopied, used and distributed freely for non-commercial purposes provided you do not modify its content.

Listening

Speaking

Reading

Writing

Grammar

Question Tags
intermediate
Students add the tag:
(You like coffee, ___ ___ ?)

Vocabulary

Size
Put the following words in order of size, with the biggest or strongest at the top.

Pronunciation

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Each of these worksheets has been designed to print out on a single sheet of A4 or US Letter size paper. Each worksheet may be downloaded, printed, photocopied, used and distributed freely for non-commercial purposes provided you do not modify its content. Question Tags intermediate Students add the tag: (You like coffee, ___ ___ ?)

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Grammar for grammar's sake or for communication

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Grammar for grammar's sake or for communication

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2001 (not very update)

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Discourse-based grammar, grammar and writing

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The impact of discourse-based grammar teaching on writing skill of iranian efl learners

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The role of grammar in the writing curriculum

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The role of grammar in the writing curriculum

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The role of grammar in improving students' writing

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The role of grammar in improving students' writing

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The Role of Grammar in Improving Student's Writing

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The multiple grammars theory and the nature of L2 grammars

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Towards a pedagogy of grammar instruction

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Towards a pedagogy of grammar instruction

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towards a pedagogy of grammar instruction

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Integrating grammar and communicative work in the classroom

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Integrating grammar and communicative work in the classroom

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Using Functional Grammar- An explorer's guide- 2nd edition

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Usage-based approach, corpus linguistics

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Usage-based approach towards language learning- corpus linguistics

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Lexico-grammar

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Discourse grammar

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Teaching sentence-level grammar for writing

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Teaching sentence-level grammar for writing

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Functional grammar and ít implications for language teaching and learning

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Functional grammar and ít implications for language teaching and learning

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Reading 1-EJ1077136- Feng (2013) Functional grammar and ít implications for English Teaching and learning

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Approaches to teaching grammar- course contents and structures

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Burns & Richards (2012) Pedagogy and Practice n Second Language Teaching_3

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Pedagogical grammar- learners' beliefs do matter

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pedagogical grammar- learners' belief do matter

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Ppt slides- ways of teaching grammar

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141122 - Ways of Teaching Grammar_Saturday Seminar Series_22 NOV 2014

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From Traditional Grammar to Functional Grammar

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From traditional grammar to functional grammar_ bridging the divi

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Approaches to teaching Grammar: Deductive vs. Inductive

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How to teach grammar

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Grammar for English Language Teachers

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Grammar for English Language Teachers- Martin Parrott

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English Grammar-Resource Book for Students

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Materials development in Language Teaching

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Longman Dictionary of Contemporary English | LDOCE

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Longman English Dictionary - the leading dictionary for learners of English of all levels: definitions, idioms, examples and more.

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Corpus linguistics is a methodology in linguistics that involves computer-based empirical analyses (both quantitative and qualitative) of actual patterns of language use by employing electronically available, large collections of naturally occuring spoken and written texts, so-called corpora. Corpus-based and other types of empirical linguistic research have shown that speakers' intuitions oftentimes provide only limited access to the open-ended nature of language, which can cause problems when examining unexpected or infrequent linguistic structures, e.g. as regards lexical co-occurrence patterns, patterns of variation between grammatical constructions, word meaning, or idioms and metaphorical language.

The factors that condition the choice between competing grammatical variants is one topic that features prominently in research and students' projects at Mainz University. While grammar books make us believe that e.g. yet is a trigger of present perfect, we can observe U.S. election campaigns featuring the sentence "Did you vote yet?". While standard reference works used by school teachers advise pupils to use the synthetic comparative -er with monosyllabic adjectives, we observe native speakers to use more apt, more proud rather than prouder, apter in the majority of cases. While the 's-genitive is described as being used with persons while the of-genitive is allegedly to be used with things, linguists who do research on actual language use find a marked discrepancy between what is taught and what is done. Thus, the topic's relevance cannot be stigmatized as an exception or even be marked as incorrect. The issue of variation poses an intriguing challenge for English teachers and researchers. While to some the task of bringing schoolbook knowledge up to scratch with actual language use seems insurmountable, English Linguistics at Mainz University tries to offer ways out of the dilemma.

Most (advanced) English linguistics classes in Mainz involve at some point students' own collection, processing and analysis of empirical data, often by making use of electronic corpora. In advanced classes in particular, students will be asked to carry out corpus-based projects, sometimes involving replications and extensions of earlier case studies. The Department of English and Linguistics hence offers its students a wide range of computerized corpora comprising British and American English. MACOCO, the Mainz Corpus Collection, is a progressively enhanced source for student research on the correctness, use, historical development, etc. of certain language structures.

Examples for research projects with electronic corpora as research tools

Investigating near-synonymous words (sick vs. ill)

Word-forming elements and how their use can be related to changes in society and culture, historical events or fashion (-dom as in kingdom, -nik as in peacenik, -thon as in sleepathon, -gate as in nipplegate)

Changes (of preferences) in language use such as the rise and fall of words and phrases, or changes within grammatical constructions (help + to infinitive as in I helped him to carry the boxes vs. help + bare infinitive as in I helped him _ carry the boxes)

Applications of corpus-based research

Foreign language teaching: Materials and syllabus design, language testing, and classroom methodology

Corpus information is extensively used in lexicography: Almost all monolingual learner dictionaries are now corpus-based, e.g. the Longman Dictionary of Contemporary English

Corpus-based reference and student grammars of English:

Biber, Douglas et al. (1999) Longman Grammar of Spoken and Written English. London: Longman.

Biber, Douglas et al. (2002) Longman Student Grammar of Spoken and Written English. London: Longman.

Huddleston, Rodney and Geoffrey K. Pullum (2005) A Student's Introduction to English Grammar. Cambridge: CUP.

Huddleston, Rodney and Geoffrey K. Pullum, eds. (2002) The Cambridge Grammar of the English Language. Cambridge: CUP.

" Selected readings: Corpus Linguistics

Biber, Douglas et al. (1998) Corpus Linguistics: Investigating Language Structure and Use. Cambridge: CUP.

Hoffmann, Sebastian et al. (2008) Corpus Linguistics with BNCweb - a Practical Guide. Frankfurt/Main: Peter Lang.

Lemnitzer, Lothar & Zinsmeister, Heike (2006) Korpuslinguistik. Eine Einführung. Tübingen: Narr.

McEnery, Tony & Wilson, Andrew (²2001) Corpus Linguistics. Edinburgh: Edinburgh University Press.

McEnery, Tony, Yukio Tono & Xiao, Richard (2006) Corpus-based Language Studies: An Advanced Resource Book. London: Routledge.

Mukherjee, Joybrato (2009) Anglistische Korpuslinguistik. Eine Einführung. Berlin: Erich Schmidt.

Partington, Alan (2001) "Corpora and their use in language research". In: Aston, Guy (ed.), Learning with Corpora. Bologna: CLUEB: 46-62.

Scherer, Carmen (2006) Korpuslinguistik. Eine Einführung. Heidelberg: Winter.

" Selected links (external)

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Corpus linguistics is a methodology in linguistics that involves computer-based empirical analyses (both quantitative and qualitative) of actual patterns of language use by employing electronically available, large collections of naturally occuring spoken and written texts, so-called corpora.

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A short introduction to corpora and corpus linguistics

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12 Corpora and English Language Teaching

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A brief introduction to the use of corpora in ELT. Based in part on the book Exploring English with Online corpora, by Wendy Anderson and John Corbett (Second edition, 2017). See https://he.palgrave.com/page/detail/exploring-english-with-online-corpora-wendy-anderson/?sf1=barcode&st1=9781137438126

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COCA 01: Introduction to Using the Corpus of Contemporary American English

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This video introduces some of the basics of the COCA interface including displays, wildcards and lemmatization. The video also discusses some introductory issues to consider when beginning research in corpus linguistics.