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Date: | Mon, 10 Sep 2007 09:46:31 EDT |
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In a message dated 9/10/2007 5:45:53 A.M. Pacific Daylight Time,
[log in to unmask] writes:
Though it is clearly desirable to trial approaches which engage students'
interest and involvement, one should not confuse the latter with effectiveness
in improving studens' production of more accurate grammar.
Hello,
I absolutely agree that empirical evidence is necessary. I'm a loooong way
from a book. However, my students are lucky to be from the upper middle
class and in some cases, the wealthy upper class. Their production of "correct"
grammar is very good, barring a few "between you and I" and lesser/fewer
problems. My aim is to engage them in analyzing grammar and making it seem
interesting at the same time. I can't teach lesser/fewer with countable nouns if
they don't know (and don't care) what a countable noun is.
At this point the class is less about error detection/prevention than it is
about helping them find out that grammar is fascinating. With a little luck,
they will stay interested enough to want to take a linguistics class in
college, rather than avoiding it at all costs. My little class is obviously
silly in many ways (see original subject line). But for the first time in many
of their lives, grammar is a class to which they look forward. I hope that's
worthwhile.
Thanks,
Gretchen
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