Acquiring grammatical registers and styles: a methodological perspective
The teaching of stylistic grammar to teacher-trainees. Analysis of registers and styles of communication, specify their discriminative features, and design a methodology incorporating a corresponding system of activities. Advancing stylistic competence.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 06.07.2023 |
| Размер файла | 72,1 K |
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Example 8
Identify the register and the odd verbs, which do not correspond to this register. Categorize the verbs in agreement with their implications: to learn, to study, to investigate, to research, to scrutinize, to read up on, to examine, to inspect, to consider, to regard, to survey, to analyze, to review, to enquire, to cram.
Example 9
Classify the verbs that follow conforming to the given registers “formal - informal - casual”: to advise, to comment, to desire, to praise, to report, to refute, to appraise, to ascertain, to claim, to converse, to chat, to explain, to recognize, to conclude, to infer, to elicit, to explore, to find, to notice, to recommend, to suppose, to admit, to confirm, to assume, to think, to believe, to allege, to guess, to decide, to state, to announce, to say, to remind, to argue, to warn, to disagree, to insist, to beg, to urge, to suggest, to add, to propose, to boast, to brag, to deny, to accept, to concede, to persuade, to remind.
The instantiated examples of activities are of non-communicative but rather linguistic character; they are targeted at developing the skill to stylistically differentiate the input. Nonetheless, they are valuable since they are targeted at training students in differentiating formal and informal linguistic units, which is important at the initial stage of FLA.
In senior years, the activities enhancing students' stylistic competence should also encompass communicative productive assignments. Completing such assignments students are expected to produce communication outputs employing relevant styles and registers congruous with the settings [12, p. 11; 13, p. 9]. The congruous instances of activities are exemplified below.
Example 10
You are eager to have a better command of English but you struggle with fluency. Request your English language instructor for some pieces of advice. Employ the appropriate register.
Write an article to a university student bulletin about some important event in your life. Make use of the appropriate style.
To summarize, the methodology of fostering stylistic competence of University students - teacher-trainees - incorporates a system of activities comprising receptive non- communicative, receptive-reproductive quasi-communicative and productive communicative activities targeted at producing different types of communicative outcomes. Acquiring the sought-for competence is a gradual process continuing throughout the University FL course.
Language registers indicate the way a person speaks in relation to their audience. A speaker modifies their language register to signal levels of formality conforming to the relationship to their audience and the intended purpose of speech. A speaker might modify their speech to fit a formal language register by employing more complex vocabulary and grammatical structures, and by omitting any slang or informal speech.
One of the important educational tasks of a University FL course is to familiarize students with registers and styles of communication. This is a phase-in and staged process, which requires students' progressing through different grammatical levels as well as interlanguages. Students are supposed to be consistently and systematically taught the elements of stylistic differentiation and linguistic variation, which will significantly conduce to their stylistic competence and FL proficiency. Moreover, students are expected to be aware how to create stylistic fields and be able to switch registers in consonance with conditions and conventions of communication. The issues of both registers and styles are particularly important for learners of English - teacher trainees, as they are expected to know how to teach such issues in their future occupations.
This study though far from being conclusive yet offers several insights into an issue of how stylistic grammar can be taught to and acquired by University students. Simultaneously, in the light of this discussion the study entails a question whether registers and styles of communication overlap as well as how close their correlation may be, which outlines a perspective for further research in this respect.
Список використаних джерел
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References
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7. Biber, Douglas. (1995). Dimensions of register variation: a cross-linguistic comparison. Cambridge: Cambridge University Press.
8. Biber, Douglas. (1999). Longman grammar of spoken and written English. Harlow: Longman.
9. Bierwisch, M. (1986). Social differentiation of language structure. Language in focus: foundations, methods and systems / A. Kasher (Ed.). Dordrecht: Plenum Press.
10. Bourne, J. E. (1995). The Anxiety and Phobia Workbook. 2nd edition. New Harbinger Publications, Inc.
11. Britain, D. (2007). Grammatical variation in England. Language in the British Isles. D. Britain (Ed.) Cambridge: Cambridge University Press.
12. Budnyk, O., Mazur, P., Matsuk, L., Berezovska, L. & Vovk, O. (2021). Development of Professional Creativity of Future Teachers (Based on Comparative Research in Ukraine and Poland). Amazonia Investiga, # 10(44), 9-17.
13. Budnyk, Olena, Nikolaesku, Inna, Stepanova, Nataliia, Vovk, Olena, Palienko, Anna, Atroshchenko, Tetiana. (2021). Organization of the Educational Process in the Rural School of the Mountain Region: A Case Study. Revista Brasileira de Educaзаo do Campo, Vol. 6, 1-19.
14. Giles, H. (1973). Accent mobility: a model and some data. Anthropological Linguistics, No 15, 87-105.
15. Halliday, Michael A. K. (2004). The linguistic sciences and language teaching. London: Longman.
16. Halliday, Michael A. K. and Ruqaiya, Hasan (1990). Language, context, and text: aspects of language in a social-semiotic perspective. Oxford: Oxford University Press.
17. Halliday, Michael A. K. and Ruqaiya, Hasan (1994). Cohesion in English. London: Longman.
18. Hartwell, P. Grammar, Grammars, and the Teaching of Grammar. URL: http://www.english.vt.edu/~ grammar/GrammarForTeachers/readings/hartwell.html.
19. Hill, J. (1991). Using Literature in Language Teaching. London: Macmillan Publishers Ltd.
20. Hymes, D. (1979). Soziolinguistik: zur Ethnographie der Kommunikation. Frankfurt am Main: Suhrkamp.
21. Hymes, D., Gumpez, J. (1972). Directions in Sociolinguistics: The Ethnography of Communication. University of Pennsylvania: Holt, Rinehart and Winston, Inc.
22. Joos, M. (1961). The Five Clocks: a linguistic excursion into the five styles of English usage. New York: Harcourt, Brace and World.
23. Labov, W. (1964). Stages in the acquisition of Standard English. Social dialects and language learning. Roger Shuy, Alva Davis & Robert Hogan (Eds.). Champaign: National Council of Teachers of English, 77-104.
24. Murphy, M. (2015). Which of these 4 communication styles are you? URL: https://www.forbes. com/sites/markmurphy/2015/08/06/which-of-these-4-communication-styles-are_you/
25. Pedagogical Issues. Style, Grammar, and Usage. URL: http://www.Style, GrammarAndUsage.htm.
26. Quirk, Randolph, Greenbaum, Sidney and Geoffrey, Leech (1989). A comprehensive grammar of the English language. London: Longman.
27. Register (discourse). URL: http://www.glottopedia.org/index.php/Register_(discourse).
28. Reid, T. B. (1956). Linguistics, Structuralism, Philology. Archivum Linguisticum, 8, 45-56.
29. Side, R., Wellman, G. (2005). Grammar and Vocabulary for Cambridge Advanced and Proficiency. England: Pearson Educated Ltd.
30. Trudgill, P. (1992). Introducing language and society. London: Penguin.
31. Trudgill, P. (1999). Standard English: what it isn't. Watts eds. Standard English: the widening debate. Tony Bex & Richard J. (Eds.). London: Routledge, 117-128.
32. Vovk, O. (2017). Foreign Language Acquisition: A Communicative and Cognitive Paradigm. Science and Education, issue 6, 81-85.
33. Vovk, O., Pashis, L. (2022). Teaching Stylistic Grammar as a Methodological Issue. Bulletin of Cherkasy National Pedagogical University named after Bohdan Khmelnytskyi. Series: Pedagogical Sciences, issue 2, 91-101.
34. What are the different styles of writing? URL: https://examples.yourdictionary.com/4-fundamental-types- of-writing-styles-with-examples.html.
35. Wolfram, Walt & Schilling, Natalie. (2015). American English: Dialects and Variation, 3d Edition: Wiley- Blackwell.
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