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1、GrammarandItsTeaching:ChallengingtheMythsLarsen-Freeman,Diane
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3、TheTenMyths
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5、Conclusion
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7、References
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11、Grammarisoftenmisunderstoodinthelanguageteachingfield.Themisconceptionliesintheviemarisacollectionofarbitraryrulesaboutstaticstructuresinthelanguage.Furtherquestionableclaimsaretha
12、tthestructuresdonothavetobetaught,learnersontheirounicativeandproficiency-basedteachingapproachessometimesundulylimitgrammarinstruction.Ofthemanyclaimsaboutgrammarthatdeservetobecalledmyths,thisdigestmarisacquirednaturally;itneednotbetaught.Itistruethatsomelearnersacquiresecondlanguagegram
13、marnaturallyple,thereareimmigrantstotheUnitedStatesmigrants.Hoongthesameimmigrantgroupsarelearnersayachieveadegreeofproficiency,butaccurate.Amoreimportantquestionmaybematicaldistinctionsrequiresagreatdealoftimeevenforthemostskilledlearners.CarolChomsky(1969)shomaticalstructuresinEnglishpor
14、tantquestionismarthroughinstruction.Researchfindingscanbebroughttobearonthisquestionfromavarietyofsources(seeLarsen-FreemanLong,1991).Pienemann(1984)demonstratedthatsubjectsmarinstructionprogressedtothenextstageafteratallytakingseveralmonthsinuntutoreddevelopment.berofsubjectsstudiedittedl
15、ysmall,thefinding,ifcorroborated,providesevidenceoftheefficacyofteachingoverleavingacquisitiontorunitsnaturalcourse.artheyeresearch,althoughnotunequivocal,pointstothevalueofform-focusedinstructiontoimprovelearners'accuracyoverallytranspires(seeLarsen-Freeman,1995).2.Grammarisacollectionofm
16、eaninglessforms.Thismythmayhavearisenbecausemanypeopleassociatethetermgrammarsandrulesaboutlinguisticform.Homarisnotunidimensionalandnotmeaningless;itembodiesthethreedimensionsofmorphosyntax(form),semantics(meaning),andpragmatics(use).AscanbeseeninthepiechartinFigure1,thesedimensionsareint
17、erdependent;achangeinoneresultsinchangeinanother.Despitetheirinterdependence,homar.ConsiderthepassivevoiceinEnglish.Itclearlyhasform.Itisposedminimallyofaformofthe"be"verbandthepastparticiple.Sometimesithasthepreposition"by"beforetheagentinthepredicate:(1)"The
