La gramtica y el vocabulario en la clase de
espaol
The PACE Model for Grammar Teaching
Span 592
Fall 2013
Gabriela C. Zapata USC
Main Concepts
Learning grammatical structures apart from their use and function is
pointless unless one wants to be a linguist or describe a language
systematically without becoming a communicatively competent user of that
language (Larsen-Freeman, 2003). Like road signs, grammatical structures
take on meaning only if they are situated within a context, within people,
and within connected discourse. They become internalized only if the
learners are placed in a situation in which they need to use the structures
for communication and participation in communicative events (Adair-Hauck
& Donato, 2002; DeKeyser & Sokalski, 1996; Fotos & Ellis, 1991; Salaberry,
1997; Shaffer, 1989; VanPatten & Cadierno, 1993). Thus, an important role
of the language teacher is to create learning situations in which students
perceive how grammar can be used to comprehend and interpret the
target language and how to use grammar in meaningful exchanges. In
other words, learners need to understand how grammar will enable them to
become better meaning makers. (Chapter 7, p. 118) (Main concept)
La enseanza de la gramtica
Conceptos y consideraciones importantes
Enseanza deductiva: se ensean las reglas primero y luego se practican
Enseanza inductiva: los estudiantes descubren las reglas trabajando en
un contexto
Ventajas de la enseanza inductiva
La gramtica siempre est contextualizada
Los estudiantes deben descubrir las reglas mediante el uso de la
lengua
Pero la enseanza inductiva slo puede funcionar si existe:
el anlisis de la lengua (metalingstico) y la reflexinconexin
entre significado y forma (Swains [1995, 2000] Output
Hypothesis)We can only get to output through USE.
Why is use (output) so important?
Output pushes learners to process language more deeplywith more
mental effortthan does input.
[Through language use], learners can stretch their interlanguage
[learners version of the target languagethe system they have
acquired] to meet communicative goals.
La enseanza de la gramtica
Conceptos y consideraciones importantes
(cont.)
Para producir los estudiantes NECESITAN HACER ALGO [no estn solamente
sentados escuchando pasivamente nuestras reglas]. Los estudiantes deben
usar la lengua para establecer conexiones entre el uso y la forma y de esa
forma pueden descubrir qu saben y qu necesitan aprender.
Output (use) may stimulate learners to move from the semantic, open-ended,
strategic processing prevalent in comprehension to the complete grammatical
processing needed for accurate production [noticingacquisition; hypothesis
testing]. (Swain 2000, pp. 99-100)
Output requires bottom-up processing and thus is likely to make learners
aware of gaps in their competence.
Learners can be prompted to produce pushed output (i.e., output that is
more comprehensible and/or more linguistically accurate.).
Learners have an opportunity to produce long as well as short turns.
Learners have an opportunity to experiment with L2 forms that lie at the
cutting edge of their linguistic development.
Learners can self-correct their own output. (Ellis & Shintani, 2014, p. 209)
La enseanza de la gramtica
Conceptos y consideraciones importantes
(cont.)
o Cmo podemos lograr esto? Guided discovery (Ellis & Shintani, 2014)
o Consciousness-raising activities: a pedagogic activity where the
learners are provided with L2 data in some form [e.g., exercises in book
prcticaand rules] and required to perform some operation on or with
it, the purpose of which is to arrive at an explicit understanding of some
linguistic properties of the target language. (Ellis, 1997, p. 160)
1. Identify and consolidate: students are asked to search a set of data to
identify a particular pattern or usage, and the language forms associated
with it.
2. Hypothesis building/checking: students are given (or asked to make) a
generalization about language and asked to check this against more
language data.
3. Reconstruction/Deconstruction: students are required to manipulate
language in ways which reveal underlying patterns. (Willis & Willis, 1996,
p. 69)
La enseanza de la gramtica
The PACE Model
Main theoretical basis: The National Standards
Communica+on
is
at
the
core
of
second
language
learning(p.
265)
Added
to
this
goal
is
the
need
to
provide
students
with
opportuni+es
to
reect
upon
the
language
system
they
are
learning
to
use.
(p.
266)
The
Standards
for
Foreign
Language
Learning
stress
that
knowledge
of
the
language
system
including
grammar,
vocabulary,
phonology,
pragma+cs,
and
discourse
features
undergirds
the
accuracy
of
communica+on.
Furthermore,
researchers
who
have
inves+gated
immersion
programs
(ideal
instruc+onal
contexts
for
language
acquisi+on)
have
also
stressed
the
need
for
language
arts
or
focus
on
form
for
second
language
development.
(p.
266)
In
terms
of
grammar
instruc+on,
words,
phrases,
or
sentences
are
not
linguis+c
islands
unto
themselves;
on
the
contrary,
these
linguis+c
elements
only
gain
meaning
when
they
are
placed
in
context
and
used
in
conjunc+on
with
the
whole:
once
students
experience
the
whole,
they
are
beMer
prepared
to
deal
with
analysis
of
the
parts
(Fountas
and
Hannigan).
(As
cited
on
page
269)
Words,
phrases,
or
sentences
do
not
take
on
meaning
when
viewed
in
isola+on
from
each
other;
on
the
contrary,
these
linguis+c
elements
only
gain
meaning
when
used
in
connected
discourse
forming
a
coherent
whole.
Therefore,
if
words
take
on
their
meanings
only
when
used
in
connec+on
to
each
other,
students
will
need
to
experience
whole
contextualized
language
(stories,
legends,
poems,
listening
selec+ons,
cartoons,
songs,
recipes,
etc.)
with
an
emphasis
on
meaning-making
and
sense-making
before
a
focus
on
form
can
be
a
produc+ve
instruc+onal
ac+vity.
(p.
270)
La enseanza de la gramtica
The PACE Model (cont.)
Grammar teaching through discourse (e.g., a story). Why?
A story-based language approach stresses natural discourse and encourages students
to comprehend meaningful and longer samples of discourse from the very beginning of
the lesson. Once students experience the whole, then they are better able to deal with
the parts. (p. 270)
By introducing the lesson with a whole text, the teacher foreshadows the grammar
explanation through the use of integrated discourse that will highlight the critical
grammar structures to be taught The story or text highlights the functional
significance of the grammatical structure before the learners' attention is focused on
form A story-based and guided participatory approach invites the learner to
comprehend and experience the functions and purposes of language through integrated
discourse in the form of a story. (p. 270)
As a result, from the very beginning of the lesson the teacher and learners are
engaged in authentic use of language through joint problem-solving activities and
interactions to render the story comprehensible. By using pictures, mime, and
gestures, the teacher scaffolds and guides the learners eventually to comprehend the
story or other sample of connected discourse. Once comprehension is achieved, the
teacher can safely turn the students' attention to various linguistic elements. (pp.
270-271)
La enseanza de la gramtica
The PACE Model (cont.)
Steps and phases
Choose
a
storytake
into
account
grammar
and
vocabulary
focus
McWilliams
suggests
that,
when
selec+ng
a
story,
it
include
these
ve
cri+cal
components:
1. +me
and
seZng;
2. characters
with
a
personality;
3. a
major
problem;
4. aMempts
to
solve
this
problem
with
outcomes
that
build
to
a
climax;
5. a
quick
resolu+on
and
ending.
(p.
271)
A
three-to-ve
minute
story
is
ample
especially
for
elementary
and
intermediate
level
learners.
Using
visuals,
the
teacher
needs
to
be
able
to
narrate
or
tell
the
story,
not
read
it,
which
is
another
reason
that
the
story
should
not
be
too
long.
Therefore,
elementary
and
intermediate
level
language
teachers
may
have
to
abbreviate
the
text
and/or
simplify
complex
gramma+cal
structures
(e.g.,
tell
the
folktale
in
present
tense
to
beginning
level
students).
This
strategy
is
in
keeping
with
storytelling
prac+ces
for
na+ve
language
speakers.
(p.
271)
La enseanza de la gramtica
The PACE Model (cont.)
Steps and phases (cont.)
La enseanza de la gramtica
The PACE Model (cont.)
Steps and phases (cont.)
1. Pre-listening, pre-reading activities:
Introductory activitiesmotivate students, activate schemas
Introduce ten to twelve critical words to assist the learners' comprehension before
the storytelling phase [in target language] In this way, [the] pre-listening activity is
also modeling discourse strategies for the learners. (p. 280). Ideas?
2. Presentation:
During
the
actual
storytelling
phase,
the
teacher
tells
or
nego+ates
the
meaning
of
the
story
using
ancillary
tools
(props,
illustra+ons,
gestures,
mime)
to
help
convey
the
meaning
of
the
story.
The
teacher
needs
to
take
plenty
of
+me
to
nego+ate
the
meaning
of
the
story
during
this
sense-making
stage...
The
teacher
keeps
the
presenta+on
phase
interac+ve
by
incorpora+ng
comprehension
checks
(signaling
thumbs
up/down)
with
an
emphasis
on
meaning.
(p.
282)
The
framework
of
the
story
holds
the
learners
aMen+on
by
mo+va+ng
students
to
try
to
comprehend:
1.
when
the
story
takes
place;
2.
who
the
characters
are;
3.
what
the
events
are;
4.
why
there
is
a
conict;
5.
what
the
resolu+on
is.
(Adair-Hauck,
1996,
p.
253)
For
the
second
telling
of
the
story,
the
teacher
may
want
to
use
a
graphic
organizer
that
assists
learners
to
focus
their
aMen+on
on
the
wh-ques+ons
or
Who-What-Where-When
of
the
story.
Note
that
this
ac+vity
focuses
on
the
meaning
of
the
story.
(p.
282)
La enseanza de la gramtica
The PACE Model (cont.)
Steps and phases (cont.)
3. AMen+on
Phase
to
Focus
on
Form:
Ader
the
presenta+on
phase,
the
teacher
can
move
into
the
aMen+on
phase
of
PACE.
This
phase
focuses
the
learners'
aMen+on
on
some
forms
of
the
language
that
were
used
during
the
presenta+on
phase.
The
aMen+on
phase
is
a
necessary
instruc+onal
detour
(Cazden)
from
the
mainstream
of
meaningful
language
in
order
to
call
aMen+on
to
some
salient
parts
or
linguis+c
elements.
A
PACE
lesson
will
focus
on
the
regulari+es
of
the
language
system
(i.e.,
phonemic
system,
verb
tenses,
adjec+ve
agreement,
word
order,
discourse
markers,
etc.)
rather
than
on
the
excep+ons
to
rules.
(Text
enhancement,
exercises,
etc.)
4. Co-construc+on
Phase
to
Focus
on
Form
5. Extension
Phase
(follow-up
ac+vi+es)
Extension
ac+vi+es
can
include
informa+on-gap
ac+vi+es,
role-play
situa+ons,
drama+za+ons,
games,
authen+c
wri+ng
projects,
paired
interviews,
class
surveys,
out-of-class
projects,
or
simula+ons
of
real-life
situa+ons.
(p.
286)
Your task
Using the text I have given you, you need to create a PACE lesson. Your
lesson should include all the phases in the method, and you should also
explain how you are going to present the activity to your students.
You will find images that you can use on BB.
This assignment is due on October 25.
La enseanza de la gramtica
Pasos y actividades
1. Presentacin: Inductivaa travs del uso (por ejemplo, a traves de un
ejercicio simple del libro de texto). Asegurarse de:
1. Introducir el tema de la actividad (conexin con contenido de la clase)
2. Presentar la estructura gramatical en ejercicios que requieran diferentes
destrezas y enfatizar la forma y el significado de la misma
3. EjemploAsegurarse que el ejercicio es un buen ejemplo de una situacin
donde la estructura se usara en el mundo real (ej., el imperfecto para
hablar de la infancia)
2. Elicitar las reglas: Conexin entre significado (uso) y forma. Usar el
trabajo/los errores de los estudiantes como punto de partida.
3. Prctica enfocada: The student manipulates the structure in question
while all the other variables are held constant. (Celce-Murcia & Hilles,
1988, p.27) Actividades para esta fase? (ejercicios pre y cuasi
comunicativosfill-in-blanks, sentence reconstruction; cloze test; song;
simple dialogues; questions/answers)
La enseanza de la gramtica
Pasos y actividades (cont.)
4. Prctica comunicativa. Actividades: information gap, role plays,
dictogloss (por qu?), historias generadas por los estudiantes
5. Reflexin: Ms conexiones entre uso y forma!! Anlisis de errores
6. Ms prctica: Tarea; la estructura se incorpora en las prximas clases.
Cmo llamamos la atencin de los estudiantes a la gramtica?
Text-enhancement: Color, negrita, bastardilla
Asociacin con uso y tema: ej., las actividades de mi infancia:
imperfecto.
La enseanza del vocabulario
Conceptos y consideraciones importantes
Qu necesitamos tener en cuenta cuando enseamos vocabulario?
Forma: pronunciacin y ortografa
Gramtica
Colocacin
Variaciones dialectales
Connotaciones
Enseanza inductiva para el vocabulario tambin.
La enseanza SIEMPRE CONTEXTUALIZADA.
Los estudiantes tienen que descubrir el significado (y otra
informacin basada en el uso. Por ejemplo, asociacin de ideas,
colocacin, sinnimos, opuestos, etc.)
La enseanza del vocabulario
Pasos y actividades
1. Presentacin: Inductivaa travs del uso (por ejemplo, a traves de un
ejercicio simple del libro de texto). Asegurarse de:
1. Introducir el tema de la actividad (conexin con contenido de la clase)
2. Presentar la estructura gramatical en ejercicios que requieran diferentes
destrezas y enfatizar la forma y el significado de la misma
3. EjemploAsegurarse que el ejercicio es un buen ejemplo de una situacin
donde la estructura se usara en el mundo real (ej., el imperfecto para
hablar de la infancia)
2. Elicitar el significado: Conexin entre significado (uso) y forma. Usar el
trabajo/los errores de los estudiantes como punto de partida.
3. Prctica enfocada: Actividades para esta fase? (ejercicios pre y cuasi
comunicativosfill-in-blanks, sentence reconstruction; cloze test; song;
simple dialogues; questions/answers, choose the one that does not
belong, write a definition for)
La enseanza del vocabulario
Pasos y actividades (cont.)
4. Prctica comunicativa. Actividades: information gap, role plays,
dictogloss, historias generadas for los estudiantes, la creacin de una
mquina, un monstruo, una casa, un hotel, un lugar para vacacionar.
5. Reflexin: Ms conexiones entre uso y forma!! Anlisis de errores
6. Ms prctica: Tarea; el vocabulario se incorpora en las prximas clases.
Cmo llamamos la atencin de los estudiantes al vocabulario?
Text-enhancement: Color, negrita, bastardilla
Asociacin con uso y tema: ej., en un restaurante: comida.