This book presents a new theory of grammatical categories - the Universal Spine Hypothesis - and reinforces generative notions of Universal Grammar while accommodating insights from linguistic typology.
Grammar is central to language pedagogy and teachers need a clear
description of what constitutes grammar and how it can best be taught in
the English language classroom. This book illustrates a new way of
describing the grammar of spoken and written English. In an accessible
style, the author demonstrates how lexical phrases, frames and patterns
provide a link between grammar and vocabulary. He also discusses how the
different aspects of the language require different learning processes and
different teaching techniques. These processes and techniques are
contextualised within a task-based approach to teaching and learning.
Numerous interactive tasks are provided to guide readers and over forty
examples of teaching exercises are included to illustrate techniques which
can be applied in the classroom immediately.