Discourse Analysis and Grammar Instruction

Bibliographic Data

ID24220825
AuthorsMarianne Celce-Murcia
Year1990
Volume11
Pages135-151
Publication date1990-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAnnual Review of Applied Linguistics (BOOK_SERIES)
Journal identifiersISSN: 0267-1905 • E-ISSN: 1471-6356
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0267190500002002
OpenAlexW2030338586
LanguageEN
Citations received5
References cited23

Only relatively recently has discourse analysis begun to have an impact on how English grammer (i.e., the rules of morphology and syntax) is taught to non-native speakers of English. In fact, a majority of teachers of English to speakers of other languages still conceive of grammer, and thus teach grammer, as a sentence-level phenomenon (if and when they teach it). This state-of-affairs reflects a rather counterproductive view of grammer since, as Bolinger (1968; 1977) has long argued, there are relatively few rules of English grammer that are completely context-free.

context-sensitive grammars · Discourse analysis · English grammar · grammar instruction · non-native English speakers · second language grammar · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Linguistics and Language Analysis

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