Page 104 - English - Teaching Academic Esl Writing

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CHAPTER 4
2. 3. 4. 5. 6.
The statement of a problem can consist of
gather data, such as facts and information.
can be divided
Each research design The researcher collects
QUESTIONS FOR DISCUSSION
1. In English, various sentence types belong to several relatively rigid patterns. To make their teaching efficient and clear, how can the patterns noted in this chapter be made even more explicit?
2. Why do you think L2 learners can have difficulty identifying sen- tence subjects and predicates? Why is it important to teach students to identify sentence elements?
3. The sentences This sandwich isfor you or The drinks arefor theparty do not neatly fit into the patterns discussed in this chapter. Can you de- termine why? How can this structure and others like it be taught ef- fectively?
4. In your opinion, which features of the English verb system are most difficult for L2 learners to learn and use correctly? Why?
5. Do you think it is possible to teach the sentence slot system to be- ginning learners? What could be advantages or disadvantages of teaching the slot system to beginners or advanced learners?
6. Would the sentence slot system be easier to work with for native or non-native speakers of English? Why?
FURTHER READINGS ABOUT SENTENCE AND PHRASE STRUCTURE
Burton-Roberts, N. (1997). Analyzing sentences (2ndecL). Harlow, Essex: Longman. Celce-Murcia, M., & Hilles, S. (1988). Techniques and resources in teaching grammar.
New York: Oxford University Press.
Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book (2nd ed.).
Boston: Heinle &Heinle.
Fabb, N. (1994). Sentence structure.London: Routledge.
Jacobs,R.(1995).Englishsyntax:AgrammarforEnglishlanguageprofessionals. Oxford: Oxford University Press.
Pike, K. (1964). A linguistic contribution to composition: A hypothesis. CollegeCom- position and Communication, 15(1), 82-88.
Young, R., Becker, A. L., &Pike, K. (1970). Rhetoric: Discovery and change.New York: Harcourt Brace Jovanovich.
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