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developed by our mother tongue. Notice also the semantic leaps, especially from “president” to “homework”, for the students to see the semantic range of the new phrase and its applicability to a variety of situations.- The students are now ready to generate their own sentences / ideas. When the teacher reacts to the students’ sentences as if they were serious utterances, the drill can become semi-communicative. Witness the following extract from a lesson. The students (11-year-olds) have been practising “May I / we…” and are now making their own sentences:
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In foreign language teaching, sentence manipulations in the form of pattern drills can be mechanical and monotonous, which has raised the question as to whether practice on sentence variations can really further communicative competence. Butzkamm & Caldwell suggest bilingual semi-communicative
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children find it particularly difficult to develop this flexibility that normal children naturally have. In second language acquisition children may begin with prefabricated patterns or chunks. As the learners begin to understand their internal structure, words are freed to recombine with other
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These are disconnected sentences which are often rejected by leading theorists such as Lewis, who speaks of a "fundamentally flawed methodology". But notice that, for every sentence, we can easily come up with fitting communicative contexts - because of a comprehensive communicative competence
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The teacher selects a new phrase from a textbook story, let’s say “What about my friend”. The idea is to turn it into a productive sentence pattern. So he gives a few more examples and starts a very short drill with cues in the students’ native language (German):
149:'s famous phrase that language makes "infinite use of finite means". It is the theoretical basis for pattern drills and substitution tables - an essential component of the
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of the topic and provide significant coverage of it beyond a mere trivial mention. If notability cannot be shown, the article is likely to be
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Lewis,Michael (1993). The
Lexical Approach. The State of ELT and a Way Forward. Hove: Language Teaching Publications, p. 96.
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words, chunks are broken down, and in a process of substitution and variation, become models for analogous constructions.
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reflects the human capacity to generate an infinite number of phrases and sentences from a finite grammatical or
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Butzkamm, Wolfgang (2000). "Generative principle". In Byram, Michael (ed.).
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The bilingual reform. A paradigm shift in foreign language teaching
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The siege. A family's journey into the world of an autistic child
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Please help to demonstrate the notability of the topic by citing
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153:- and may be considered as the necessary counterpart to the
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305:Butzkamm, Wolfgang; Caldwell, J.A.W. (2009).
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396:Klippel, Friederike; Doff, Sabine (2007).
227:Teacher: Was ist mit unserer Hausaufgabe?
221:Teacher: Was ist mit unserem Präsidenten?
121:Learn how and when to remove this message
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230:Student: What about our homework?
145:. This capacity was captured in
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336:Noam Chomsky: a life of dissent
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173:Children, in their process of
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218:Student: What about my uncle?
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251:Student: May I kill you now?
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338:. United States: MIT Press.
245:Student: May I go home now?
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334:Barsky, Robert F. (1998).
175:first-language acquisition
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254:Teacher: Come on and try.
135:foreign language teaching
34:may not meet Knowledge's
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163:communicative competence
155:communicative principle
70:"Generative principle"
143:linguistic competence
276:. The Hague: Mouton.
274:Language in the crib
151:audio-lingual method
147:Wilhelm von Humboldt
139:generative principle
272:Weir, Ruth (1962).
184:What colour blanket
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309:. TĂĽbingen: Narr.
190:What colour glass
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381:ELT Journal
181:What colour
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367:2011-01-22
259:References
169:Background
111:April 2011
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206:Examples
195:Autistic
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