Current Issues in the Pedagogy of Case: "Case" Your Verbs  

Oleh:

Newton, Robert Page

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Sciences (Full Text) vol. 3 no. 2 (1981), page 305-336.
Fulltext: 03_02_Newton.pdf (1.11MB)

Isi artikel

A guiding perspective of this paper is that linguists of the last decade typically have overworked the semantic elements governing the presentation of verbs in teaching, while teachers of English as a Foreign Language have, presumably, underworked these elements in deference to the weight of formalized syntactic structure. The present state of psychological research, and the advent of Cook's Matrix Case Grammar suggest that teachers may now opt toward a viable mean of description and application, spanning these two extremes. The chief contribution of Cook's Matrix Case Grammar as presented here is conceived to be its potential for allowing teachers to "case" tile verbs of their languages in a balanced, basic, and interestingly revealing way. A major thrust of this investigation is the identification of a pattern of insufficiency within prior case models which justifies the application of Cook's intuitively pleasing Matrix Case Grammar to practical situations in the teaching of English as a Foreign Language. A survey of the literature of the past decade reveals a series of contributions of pedagogical relevance made by linguists, psycholinguists, and language teachers. These presentations of case grammar, largely based on Fillmore's theory, contain both the hypothetical links, and theoretical gaps sought for the implementation of Cook's model. A sampling of EFL textbooks of this period also reveals consistent inadequacy of verb presentation. Drawing from Cook's theory, the author suggests a rationale in three phases for remediation of such problems. In the paper's appendix, he applies Matrix Case Grammar to reading exercises. INTRODUCTION

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