Transcript Summer, Ella: question forms

Pedagogical grammar
Prof. penny Ur
Summer Farraj & Ella
Nemlich
Two kinds of questions
WH questions
 Where is she going?
 Who does he think he is?
Yes/ no questions
 Are you mad at me?
 Does she live in Tivon?
When do we use Yes/ no questions?
 Am I your best friend?
Yes, you are.
 Is this an interesting movie?
No, it isn't.
 Are these islands part of Greece? Yes, they are.
Do/Does
 Do they smoke?
No, they don’t.
 Does your cat get cold?
Yes it does.
 Does running hurt your knees? yes, it does.
How do we use it?
 We use an auxiliary verb: am/is/are-do/does.
 Note: It's impossible to ask a yes/no question without
one of these auxiliary verbs.

 He wants a car? Does he want a car?
 You going to eat with us? Are you going to eat with us?
identity or description of a person, place or
thing
Use the verb BE to ask about
 identity (Is she Israeli?)
 Description (Am I smart?)
location (Are you in Tel Aviv right now?)
present activities and situations
(Are you married?)
Use the verb Do/does to ask about
questions that contain a verb
 Do they smoke?
 Does she work for Google?
 Do I believe you?
Theoretical rationale of theories
and concepts
Krashen (, 1981, 1983, 1999)
Acquiring the grammatical rules
• Understanding input containing the rule (“input” hypothesis)
• Understanding the message.
• Teach implicitly, not explicitly.
Input or Task based instruction (derived from Krashen's Input
Hypothesis 1981 ,1983, 1999)
They agree with Krashen that the best is:
encounter the language naturally in the context of communicative
interaction.
But they would differ from Krashen:
 The output Hypothesis-language needs active output as well as
input
 The interaction hypothesis- negotiation between learners
 A place for noticing
 Occasional explicit focus on form
 Skehan (1997) The communicative task- the best source of
learning.
 Recent years –a mix: grammatical forms and meaning
together with task based procedures
Thank you
 Comments or questions?