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Summary of Chapter 9: Essential Linguistics, (Freeman & Freeman, 2004).Chapter 9 tells us some basic aspects of English syntax and sheds light on how insights from syntax apply to teaching reading and to teaching a second language (Freeman & Freeman, 2004, p. 216).The authors inform us there are four views or meanings of grammar, as described by Weaver (1996).
They are: (1) grammar as a description of syntactic structure, (2) grammar as prescriptions for how to use structures and words, (3) grammar as rhetorically effective use of syntactic structures, and (4) grammar as the functional command of a sentence structure that enables us to comprehend and produce language (p.2). Linguists would argue the words grammar and syntax are synonyms.
They believe humans are born with an internal language acquisition device and a set of subconscious structures that enable them to develop an internal grammar, which includes a syntactic component, among others (Freeman & Freeman, 2004, p. Historically, teachers is grammar schools taught Latin grammar but later Latin was set aside and English grammar was taught. “Teachers believed that if students learned about grammar, they could apply this knowledge to both writing and speaking.
However, research consistently shows that students have trouble learning traditional grammar and applying grammar rules when they write or speak” (Freeman & Freeman, 2004, p. The National Council of Teachers of English finds similar conclusions: “the teaching of formal grammar has a negligible or, because it usually displaces some instruction and practice in actual composition, even a harmful effect on the improvement of writing” (Braddock, Lloyd, Jones, et al. However, many teachers today still teach prescriptive grammar. The authors guess this may be because they are unaware of or do not believe the research, they find grammar interesting and want to teach it, they feel there is a correlation between grammar and reading and writing because some students are good at all three, they are required to teach grammar, they feel pressured by their community to teach grammar, or they believe grammar may help at least some students (p. 218).Weaver (1996) believes grammar should be taught in the context of student writing. When students are taught grammar in the editing process of writing and their paper is the example material, they will feel that the content is useful and meaningful and they will grow from the knowledge.
Chomsky has argued humans are able to internalize rules of language through exposure to the language in meaningful contexts (p. “For a linguist, grammar is a terms that refers to the set of rules each human internalizes that allows that person to produce and comprehend language” (Freeman & Freeman, 2004, p. Linguists study the syntax of English by using concepts such as linear order, morphological word categories, and sentence constituents to help describe the structure of the phrases that make up sentences.“An understanding of syntax can inform teachers as they teach reading” (Freeman & Freeman, 2004, p. Teachers who come from a word recognition background do not place the amount of importance on syntax as those who follow a sociopsycholinguistic view. “Syntax is one of the three cueing systems. Readers use acquired knowledge of syntactic patterns to predict the morphological categories of upcoming words.
Proficient readers make substitutions that maintain the sentence syntax. For instance, they substitute nouns for nouns or determiners for determiners” (Freeman & Freeman, 2004, p. 242).ALM (the audiolingual method) is a widely used method of teaching English as a second language.
ALM is based on behaviorist psychology and structural linguistics and emphasizes using dialogues and drills to help students learn English sentence patterns. “Linguists identified and described the basic sentence patterns of English.
ALM texts incorporated these patterns in drills and exercises that provided students with many opportunities to practice the patterns” (Freeman & Freeman, 2004, p. Unfortunately, students have had trouble learning English using methods such as this because there was a lack of comprehensible input and an abundance of rote learning and repetition. “Current methods of teaching English learners are based on an acquisition model of language development. Teachers use a variety of techniques to make the linguistic input comprehensible. They organize curriculum around themes and teach language through content” (Freeman & Freeman, 2004, p.
Essential Linguistics Freeman Pdf To Excellent
The resource guide provides the instructor with suggested answers and responses to the Application Activities at the end of each chapter. Linguistics is much more than a study reserved for academicians.
Linguistics has real-life applications to effective teachingnow more than ever. With the increased emphasis on phonemic awareness and phonics in the teaching of reading, te The resource guide provides the instructor with suggested answers and responses to the Application Activities at the end of each chapter. Linguistics is much more than a study reserved for academicians. Linguistics has real-life applications to effective teachingnow more than ever.
With the increased emphasis on phonemic awareness and phonics in the teaching of reading, teachers need to understand how language works. When teachers are familiar with basic linguistic concepts, they are better prepared to make decisions about how to teach reading, spelling, phonics, and grammar to all students, including English language learners. In this unique linguistics course-in-a-book, David and Yvonne Freeman explain essential linguistic concepts in a thorough, but manageable manner and show the connections between linguistic theory and classroom practice. They demonstrate that the greater a teacher's understanding of basic language structures and processes, the easier it is to make good decisions on tough topics like phonics, spelling, and grammar. They present: the basic concepts of linguistics in everyday language examples and activities that apply linguistics concepts to teaching reading, spelling, phonics, and grammar to all students, including English language learnersend-of-chapter applications that link linguistic theory and classroom practice.Understand more about how language works, then use that knowledge to help your students learn. Turn prescriptive approaches into linguistic investigations. Get yourself and your students hooked on linguistics.
I read this book for a college course on Linguistics for future English teachers. Though I enjoyed the side-by-side comparisons of the word recognition view and the sociopsycholinguistics view in each chapter, the fact that it was heavily in favor of the second was apparent. I would have enjoyed a less biased viewpoint for, in my opinion, both have merits.I also have difficulty visualizing the application of the sociopsycholinguistic methodology in the lower grades like Kindergarten or first gra I read this book for a college course on Linguistics for future English teachers. Though I enjoyed the side-by-side comparisons of the word recognition view and the sociopsycholinguistics view in each chapter, the fact that it was heavily in favor of the second was apparent.
I would have enjoyed a less biased viewpoint for, in my opinion, both have merits.I also have difficulty visualizing the application of the sociopsycholinguistic methodology in the lower grades like Kindergarten or first grade. An appendix or electronic companion featuring lesson plan ideas or, better yet, videos of teachers who are implementing these techniques may be helpful for teachers who are unfamiliar with them and hesitant to try them. The authors and/or editors should consider this for future editions. Well, I finally finished this book, which I read for one of my summer classes.Sometimes I found myself slogging through it a bit, but only because I was in a hurry sometimes and knew I would be quizzed on the topics in each chapter, so I made sure to read everything really closely.
Plus, the 40-page chapter on spelling in this book really tested my focus as a reader-but then again, any 40-page academic chapter would!But for the most part, this book does have a lot of interesting tidbits about l Well, I finally finished this book, which I read for one of my summer classes.Sometimes I found myself slogging through it a bit, but only because I was in a hurry sometimes and knew I would be quizzed on the topics in each chapter, so I made sure to read everything really closely. Plus, the 40-page chapter on spelling in this book really tested my focus as a reader-but then again, any 40-page academic chapter would!But for the most part, this book does have a lot of interesting tidbits about language in general and English in particular that I did find fascinating. It is pretty easy to read if you focus, and there are some excellent activities I think I could try in the future. Plus, I do feel I understand the processes of reading, writing, and learning another language better than I did before. I also think I understand the parts of speech and how to make sentence trees better now, which I always felt shaky on previously, especially when students would ask me more about why specific words were categorized a certain way. I think I can explain them better now, which will hopefully help me help my students more.However, I did have some critiques. One is that there were several errors in the book-incorrect subject-verb agreements in the text, a couple mistakes in phonemic transcription of the /I/ vowel sound, and two mislabeled words in a sentence tree diagram.
While these errors were pretty few and far between, I just thought they were odd to see in a book on language and how to teach it more effectively. But I haven't written a book myself, so I won't pick on this too much. Anyone can make mistakes (we're all human!), and they can always come out with a third edition.Another critique I had was of the summary section of each chapter. Maybe I read too many chapters too close together, but the summary sections all seemed kind of-not sing-songy, exactly, but repetitive and clipped.
The sentences all tended to be like, 'This is this, and this is the process of this, which can be used to help this.' Reading too many sentences like that in a row kind of makes my mind lose interest. However, once again, I have never written a book, let alone a textbook, so I can't judge too much.Except the authors did sometimes cite Wikipedia?
Those sections kind of made me question them a bit. Like, couldn't they find a better source for their textbook? I kind of judged that. Sorry!Overall, this book was useful, and not too bad considering that I had to read it for a class. I will probably be spouting odd language trivia to my family and students for a while afterward because of it. Class, Linguistics and Education, started June 30. This is our textbook.
Will update later. 9/3: finished the book, got an 'A' in the class, but it was a difficult class.
Essential Linguistics Freeman Pdf To Excel Online
As I told my husband, linguistics is grammar on steroids. It's so intense. I do like grammar a lot but I don't agree with everything about linguistics. I'm more prescriptive than descriptive.
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But I do like learning the descriptive aspects of grammar. Opens up another dimension for me. Overall, though, I thought is was a pretty Class, Linguistics and Education, started June 30. This is our textbook.
Will update later. 9/3: finished the book, got an 'A' in the class, but it was a difficult class. As I told my husband, linguistics is grammar on steroids.
It's so intense. I do like grammar a lot but I don't agree with everything about linguistics. I'm more prescriptive than descriptive. But I do like learning the descriptive aspects of grammar. Opens up another dimension for me. Overall, though, I thought is was a pretty decent book.
What I thought was interesting is another review indicated they skipped chapter 9 and read an article instead. We skipped chapter 9, as well. So something must be lacking in chapter 9 for it to be left out.