14. Deep Grammar

In the Deep Approach, accuracy and appropriateness are important areas of competence. It is crucial that the learners develop the necessary personal, cultural, and global skills while gaining the linguistic proficiency at the same time. To achieve this we came up with the idea of grammar as storytelling. This unconventional yet effective concept covers the essentials of a language in a humane way through brief explanations and useful examples. 

The ANALYSIS task domain implies tasks that encourage students to focus on language in an autonomous way, using all the resources of language techniques available in the program and on the internet. Such tasks need to be integrated within other task domains, and it needs to be self-directed to become operational. 

In the deep approach, grammar is also concept based (Lantolf) and implies crosscultural pragmatics (Wierzbicka); indeed, grammar forms are best explained by native speakers when they tell stories that contextualize the meanings being expressed in context by certain expressions and constructions implying wording, sequencing, forming, and sentencing. Grammar serves as a reference for good understanding and correct expression. 

Moreover, grammar is part of the target culture. Yet it is always relative.

There are at least two dimensions that make grammar culturally important in language learning: first, it is a codified translation of cultural rules; second, it is the expression of a specific ontology. 
 
The first dimension suggests that it is important to view the language through the traditional grammar used in the target culture, as it provides a cultural introduction to how people see their own language; the second dimension also indicates that accessing grammar the way it is conceived in the other country, or countries, will reveal ontological aspects, which will give access to the inner dimension of this cultural beingness: how reality is described from another perspective.
Given the Deep Approach principles, in the main grammar could just be embedded or complementary or just supplementary: let students figure it out themselves when they need it for the tasks, embed it in projects, using reference books, etc. Nonetheless there is something more to the new meaning we propose to give to the term grammar: it reveals the spirit of the language. 
 
Grammar forms are best explained by native speakers when they tell stories that contextualize the meanings being expressed in context by certain expressions and constructions implying wording, sequencing, forming, and sentencing. Researchers who posit that concepts are based on cognitive, i.e. semantic justifications are probably correct for forms that have been sedimented by common use; however, concepts are pragmatic features, which are constantly reconstructed in the discourse.
Language apprentices need grammar for a variety of reasons. Grammar provides a metalanguage (a language on language) to express complex understandings about language functioning. It allows for comparisons. 
 
Grammar demonstrations allow readers and listeners to analyze language phenomena and present their ideas with precision.  Thus, grammar serves as a reference for good understanding and correct expression.
Grammar learn a language

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