Larsen-Freeman's tri-part grammatical framework: form, meaning, and pragmatics¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The bibliography describes, citing Larsen-Freeman (1991), a proposed solution to debates over use and disuse of grammar teaching: a tri-part grammatical framework presented as a pie chart. Each wedge consists of "form/structure, meaning/semantics, and pragmatics/the social context", and each part of the wedge is accessible from the other. Activities to practice grammar structures within the framework are presented for each wedge, along with second language research implications and related pedagogical issues.

Design Implications¶

Context¶

Requirements¶

• Grammar structures must be practiced through activities addressing each of the three wedges of the framework.

Constraints¶

Target Learners¶

• ESL/EFL learners

Target Learning Objectives¶

• Grammatical knowledge integrating form, meaning, and use

Claims¶

• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency [+W]

Related Theories¶

• Widdowson's account of grammar as mediator between words and context for the achievement of meaning
• Comparative framework of three SLA theories (Krashen, Complexity, Socio-cognitive) by philosophy and characteristics
• Krashen's input hypothesis and Monitor Model of second language acquisition

Examples¶

Key Sources¶

• Kotapish, Carl E. (1993). The Place of Grammar in the ESL/EFL Classroom: An Annotated Bibliography. https://eric.ed.gov/?id=ED376699