English Grammar Theorists

Text Analyst Able to critically analyse and transform texts; able to analyse the effects of textual practices. Text Codebreaker Knowledge of the code: text structure and conventions, sound-letter relationships, syntax, vocabulary, spelling. Text Meaning Maker Able to understand and compose meaningful texts within the social context. Text User Able to use different texts functionally for social contexts.

According to Cambourne, successful language learning occurs under the following conditions: · Immersion · Demonstration · Engagement · Expectations · Responsibility · Approximations · Responses

Skinner focussed on a cognitive view of language learning. Stimulus > Response
Flash card > word called out aloud If a correct word was called, children would be praised or given a reward. If the answer was incorrect, no reward was given.

- Chomsky believes that children are predisposed to learn language; otherwise the environment in which they are introduced to language would not be enough for them to learn it. - Learners acted as theory builders, testing their theories against language that was overheard or used each day

1. Ideational function – this involved the information of the text 2. Interpersonal function – deals with the relationship between the speaker/writer and listener/reader 3. Textual function – makes a text coherent rather than just a collection of words

Instrumental, Regulatory, Interactional,
Personal, Heuristic, Imaginative,
Representational, Diversionary,
Authoratively, Perpetuating

Grice wrote on the concept of social agreement:
Quantity - Provide as much information as the exchange requires.
Relation Be relevant.
Quality - Try to say what is true & don't say things that you believe to be false.
Manner - Be clear, avoid obscurity, avoid ambiguity, be brief and be orderly.

Acquisition-Learning Hypothesis
There are two independent ways in which we develop our linguistic skills: acquisition and learning. Both unconsciously and consciously! Comprehensible Input Hypothesis
We acquire language only when we receive comprehensible input. We best learn new information by learning it conbined with what we already know. Monitoring Hypothesis While only the acquired system is able to produce spontaneous speech, the learned system is used to check what is being spoken. Affective Filter According to the affective filter hypothesis, certain emotions, such as anxiety, self-doubt, and mere boredom interfere with the process of acquiring a second language.

Bernstein feels that there is a systematic relationship between social class and language use. As language is first learnt in home, children from different homes are predisposed to different language use. - 'Elaborate' Middle Class
- 'Restricted code' Working Class 'Elaborate code' was necessary for 'abstract' thinking and school learning. Children from working class families were often disadvantaged once they began schooling.