Transcript Nolasco, Ricardo (students) (1)

Teacher Study, Language Registers,
and Scientific Grammars: Long-Term
Solutions to Upgrade Teacher Quality
Audrey Morallo , Janus Cabazares, and
Kevin Brandon Saure
University of the Philippines Diliman
English
Proficiency
MPS
Descriptive
Equivalent
1. Structure
42.82
Low
2. Written
Expression
37.13
Low
3.Reading
Comprehen
sion
59.55
Moderate
TOTAL
TEST
50.53
Low
National Education Testing and Research Center,
Department of Education 2012.
National Education Testing and Research Center, Department of Education 2012.
What’s the current practice in
teaching English voice to
students?
Teacher’s Guide for Grade 9
Task 8 The Voice
a. Instruct students to read on the teaching points.
b. Allow them to study the examples given.
c. The teacher may have some inputs or give additional
examples in case of gray areas.
d. Solicit students’ responses on the differences between
active and passive constructions.
e. Ask students to give their own examples.
What’s the current practice in
teaching English voice to
students?
Task 10. The Voice in Action
a. Instruct students to write their own sentences
in the active voice.
b. Then change these sentences into the passive
voice.
c. For in-depth analysis, instruct them to note
the changes that took place in the sentences.
The Grammar Framework
(Celce-Murcia & Freeman, 2008)
• Grammar is not merely a collection of rules, but
as a system with a communicative end in mind
(Celce-Murcia & Freeman, 2008; Payne, 2011).
•Grammar involves three dimensions: Form
(Morphosyntax), Meaning (Semantics), and Use
(Pragmatics).
The Grammar Framework
(Celce-Murcia & Freeman, 2008)
Form
Meaning
How it
formed?
(Accuracy)
What does it
mean?
(Meaningfulness)
Use
When/Why is it used?
(Appropriateness)
Scientific Grammars
Under the MTB-MLE the teaching of the Passive
Voice must be based on linguistic studies focusing
on the grammars of English and Filipino. The
grammatical analyses should be appropriate for
the language in scrutiny.
These should be scientific grammars which are
based on current developments in Linguistics
Analyzing English Passive
Voice
Form and Meaning
1. Taking the active voice as takeoff point, the passive voice
construction is derived by transposing the object of the verb to the
subject position and changing the verb to its be + participle form.
The agent, which is the original subject, is put to follow the be +
participle verb and is introduced by the marker by.
1. However, passive voice constructions are not always derived forms.
Especially when the statement has no necessary agent, the
construction with a be + participle verb simply denotes status,
description, or process.
Usage
Passive form is most often used in academic and scientific texts
(Celce-Murcia and Larsen-Freeman, 1999: 354 in Roe, n.d.).
Why can’t we use the concept
of English voice on Philippine
Languages (PLs)?
Fundamental differences in structure renders the conceptual
imposition of English voice on PLs inappropriate. Some of the
important points were pointed out by Nolasco (2004 and 2006):
1. The concept of subject and object is not suitable for PLs. Instead,
the concept of the most affected entitiy is suggested.
2. Traditionally considered passives are pragmatically “active”.
3. Passive constructions occur as frequently as their active
counterparts.
4. While English passive has the option/tendency to drop the agent of
the action, this behavior is not found, if not uncommon, in
Philippine languages (Shibatani, 1988, 1991).
5. Other considerations: word order and number agreement.
Alternative analysis
Given these, an analysis that is tailor-cut for the
special characteristics of PLs is proposed. As an
alternative to the subject-object dichotomy,
Nolasco proposes the S-A-O analysis for PLs.
This roots from the categorization of English into
nominative-accusative type, and the PLs into the
ergative-absolutive type.
The Relevant concepts for
understanding voice in
Philippine Languages
The notion of subject is not relevant in Philippine
Languages (Nolasco, 2004)
Concept of Transitivity in Philippine Languages:
The degree of effect of an action that is transferred
from the agent-like entity to a patient-like entity
(Nolasco, 2004).
Language Intellectualization
•The MTB-MLE- curriculum requires the
development of academic register for
various Philippine languages.
•For teaching the Passive voice, the
concepts used to analyse Philippine
languages are English based categories
English grammar concepts were used as the
framework to understand the Philippine
languages
[1] Subject (Simuno) –”Ang gumaganap ng
sinasabi ng pandiwa” (Balarila ng Wikang Pambansa , 1944)
[2] Object (Layon) – “Tagatanggap ng gawaing
sinasabi ng pandiwa” (Balarila ng Wikang Pambansa , 1944)
[3]Transitive (Palipat) – “Pandiwang maaaring
lagyan ng tuwirang layon” (Makabagong Balarilang Pilipino,
2003).
English grammar concepts were used as the
framework to understand the Philippine
languages
[5] Active (Tukuyan) - “Ang simuno ay tahasang
gumaganap at may layong sadyang ginagamapan
ng gawaing tinutukoy ng salitang ugat”.
(Balarila ng Wikang Pambansa , 1944)
[6] Passive (Balintiyak) - “Nagsasaad ng pagiging
simuno ng dating kaganapan, pagiging kaganapan
ng dating simuno, at ibang panlapi ng pandiwa”
(Balarila ng Wikang Pambansa , 1944)
These categories can be used
in teaching English grammar
in the MTB-MLE
Tagatanggap
Simuno
Tukuyan
Balintiyak
Layon
Katawanin
Palipat
Tinig
Tagaganap
Lesson Study Group
1 Debrief
2 Discuss the Research Concept
3 Compare research with Practice
4 Plan Collaboratively
5 Assignment
Thank You!