Language Acquisition, Language Development, & Grammar

Children acquire their first language (L1) through imitating others, getting recognition for correct expression and pronunciation, being read to, reading increasingly complex materials, and through socially interacting with proficient adults. Everyone who acquires language goes through a set of stages. (PDF Format)

Some theorists refer to second language acquisition (L2) as language learning, as second language learners have often already acquired one language.

English as a Second Language Sites and Sources

Selected sources for ESL teachers are attached.

Some basic activities to foster language development among ESL students are described.

Below are sites that offer commentary on teaching English as a second language and activities to foster the development of listening, pronunciation, reading, and writing skills.

http://www.sk.com.br/sk-krash.html
Krashen’s view on second language acquisition, which supports interaction over didactic teaching of grammar principles and exercises as isolated activities

http://education.shu.edu/esl/Practice%20your%20English%20webs.html
Activities on recommended sites for ESL students to practice pronunciation, listening, public speaking, writing

http://www.ohiou.edu/esl/english/vocabulary.html
Vocabulary study for different levels of ESL students

http://www.bangkokpost.net/education/site2000/buildvoc.htm
Vocabulary study using newspapers

http://a4esl.org/q/h/grammar.html
Activities and exercises for ESL students.

http://www.handsonenglish.com
Strategies for adult ESL students

Grammar Websites

Why teach grammar? Some suggest that the study of grammar helps us communicate well, helps students become familiar with standard English, provides a common vocabulary for analysis of writing, fosters learning other languages, and stimulates appreciation for the structure of language. Typically teaching grammar has been through drill and practice. Research findings have not found that teaching grammar exercises has enhanced learning a language or improved student writing or reading. Rather than lecturing to students about grammar points, the teaching needs to be connected to their writing. As Weaver suggests, grammar is best taught through ”indirect rather than direct instruction” (Grammar for Teachers, p. 5).

Yet we know that students who are learning to write have not benefited from heavy-handed red marks on their papers or unexplained comments such as “awk.” In order to improve, students need to know specifically how to improve their writing. Teachers currently use minilectures, minilessons, peer editing and individual conferences to help guide students; however, a teacher needs to know some grammar terminology to help students address their difficulties.

Sentence combining, a strategy where students build more complex sentences by joining related simple sentences has some evidence on improving student writing, particularly at the elementary and middle school levels.

A set of recommended readings on principles and ways to teach grammar are provided.

Below are a series of recommended sites that provide grammar principles and exercises. Each has a brief description. Some of these sites were recommended by Paterson, N., & Piplin, G. (2001, March). Grammar in the labyrinth: Resources on the World Wide Web, Voices from the Middle, 8(3), 63-68.

http://www.english.vt.edu/~grammar/GrammarForTeachers/readings/weaver.html
“Teaching Grammar in Context” by Constance Weaver suggests concepts to cover and offers alternatives to using isolated drill and practice exercises. Clearly describes learning theory that undergirds constructivist and traditional approaches to teaching grammar.

http://www.sadlier-oxford.com/lang/papers/chinpaper.html
“The Role of Grammar in Improving Student Writing,” by Beverly Chin provides an overview of research on grammar and recommends sentence-combining as a way to enhance student writing.

http://www.heinemann.com/shared/onlineresources/08894/08894f5.html
A Fact Sheet on teaching grammar.

http://www.bartleby.com/141/index.html
Strunk & White Elements of Style, a classic guide on usage.

http://www.crossmyt.com/hc/linghebr/austheir.html
Errors of the well-known and infamous.

http://www.wsu.edu/~brians/errors/
Common errors in usage.

http://www.ccc.commnet.edu/sensen/index.html
“Sentence Sense” provides exercises in grammar and usage and relates them to writing.

http://www.ccc.commnet.edu/sensen/part1/seven/combining_app1.html
Sentence combining applications.

http://www.iei.uiuc.edu/web.pages/GrammarSafari.html
Finding texts with grammatical constructions

http://www.grammarlady.com/
Advice on grammar questions and interesting examples and discussions about language

http://www.evolpub.com/Americandialects/AmDialLnx.html
Reviews attitudes and information on dialects, including historical background, regional differences and social variations in English language uses, and slanguage on links at this site

http://pirate.shu.edu/~cottereu/rootsof.htm
An award-winning site with a software program (free download) developed by Professor Cotter from the Classics Department at Seton Hall University. Its purpose is to develop vocabulary with easy-to-follow directions.

Traditional Grammar Practice Exercises

http://www.chompchomp.com/
Traditional grammar handouts and quizzes. Students will enjoy these, but unless connected to their writing, exercises alone will have little effect.

http://home.pct.edu/~evavra/ED498/index.htm
A grammar course with lots of examples

http://www.ccc.commnet.edu/grammar/
Grammar sources on paragraph and essay writing as well as grammar quizzes and PowerPoints on grammatical concepts

http://www.ccc.commnet.edu/grammar/powerpoint.htm
A series of PowerPoints on typical grammar difficulties

http://www.ccc.commnet.edu/grammar/quiz_list.htm
Assess your skill—take this grammar quiz and get immediate corrective feedback

Vocabulary

http://www.vocabulary.com/
Lots of exercises provided to learn vocabulary

http://www.vocabulary.co.il/
Games to promote vocab learning

http://wordsmith.org/awad/index.html
Vocabulary--a word a day.

http://webster.commnet.edu/grammar/vocabulary.htm
Vocabulary building. Roots, prefixes, suffixes and other sources are highlighted.

Dialects

All language has grammar, meaning many varieties of English have a system that successfully communicates within a speech community (a certain group). Dialects are viewed as language varieties and teachers are striving to create classrooms that show appreciation for the rich language varieties present in their classes as well as help students use standard English for appropriate audiences.

Homonyms and Homophones

Want to learn to distinguish between words that sound alike but differ in meaning and spelling (homophones) or words that sound and look alike but differ in meaning (homonyms)? Check these sites out.

http://www.bbc.co.uk/skillswise/words/spelling/recognising/homophones/index.shtml
fact sheets, games, quizzes and exercises

http://www.english.uiuc.edu/cws/wworkshop/grammar/homophones.htm
commonly confused homophones

http://www.fact-index.com/h/ho/homonym.html
Differentiates between homonyms and homophones

http://www.bifroest.demon.co.uk/misc/homophones.html
British site that has a helpful table on distinguishing homonyms and homophones.

http://www.taupecat.com/personal/homophones/
A listing of homophones