Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h6NKLM708039; Wed, 23 Jul 2003 16:21:22 -0400 (EDT) Date: Wed, 23 Jul 2003 16:21:22 -0400 (EDT) Message-Id: <2C6A9BB8.2C297A79.0A349A3F@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: AWilder106@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2462] Re: Syntax X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 1067 Lines: 5 Dear Friends, Given that a reasonable language goal is to increase the student's ability to use, write, read and elaborate syntax, my guess is that explicit teaching may not be the best way to go, while listening, and speaking might be more useful and effective in the long run. I say this in part because I have been to a lot of Learning and the Brain Conferences where teachers assumed there was a direct application between theory and practice. I think this is not usually so. I am also thinking of didactic grammar (elaborated syntax) lessons given to middle schoolers who already use fine syntax. Eyes glazing over... It can be argued that older, more mature students are better able to use this information and I expect it is so. I still think that explicit teaching should come after the patterns are established through listening and speaking. A person's own writing might be the appropriate vehicle. Victoria Purcell-Gates has done some writing on this last technique. I expect experienced teachers have worked out their own methods. Andrea
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