teaching grammar in the classroom

8/7/2019 Teaching Grammar in the classroom

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Teaching Grammar in the

Language Classroom

Foundations Seminar in Foreign Language Teaching

September 15, 2003


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Plan

Deductive vs. Inductive Grammar Instruction

Research results

What are the benefits of a guided induction approach? Description ofPACE

Teaching videos and analysis

PACE activity

Lesson Planning Ideas

Peer-teaching Grammar/ Class Observation Reports


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In the past, a traditional classroom, with its

emphasis on grammatical competence and

explicit knowledge of language rules, did

not provide occasions for learners to

communicate

-Adair-Hauck & Donato, 2002


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Unfortunately, many students who spent years

learning only the formal properties of the language

(sound system, verb conjugations, rules of syntax,vocabulary lists) could not, in the end, exchange

information, express ideas or feelings, construct

and control problem solving, or develop and

nurture a social relationship in a secondlanguage.

-Adair-Hauck & Donato, 2002


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Importance of Communicative

Competence

It is through communication that we are able to

improve our world, to prosper, and to enjoy it.

-Cooper (1993)

Communicative competence stresses the need toknow how, when, and why to say what to whom.

-Standards of FL Learning, 1996


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How do we focus on form within a

communicative framework?

Teachers dont need to dichotomize language use

pitting form against meaning or meaning againstform (Johnson, 1992)

Attention to form is beneficialto language usersand criticalto improving students language

proficiency


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Deductive vs. Inductive

Deductive:

Students learn grammar rule Use Rule

Inductive:

Use grammar rule Learn Rule


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When grammar is taught deductively, the

teacher Explains the rule to the learners

P

rovides NO CONTEXT or COMMU

NICA

TIVEPURPOSE for the grammar

Focuses on form first and then meaning

Drills students to learn the rule mechanically

Assumes all responsibility for student learning


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When grammar is taught inductively, the

teacher Allows the learner to formulate and discover the rule (to

induct)

Provides a CONTEXT and PURPOSE for use

Focuses on meaning first and form second

Helps learners discover the rule through meaningful

communication

Empowers the students to problem solve and learn how to

learn a language Source: Donato, 2002


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Research:Effectiveness of a Guided Induction Approach

Subjects: 26 students enrolled in French 101 at EmoryFrench in Action video audio program

Within-Subjects Design

Target structures: 1. Au2. Des- indefinite article

3. Pouvoir + infinitive

4. Ne (verb) pas DE

5. Comparative

6. Du/ De la/ De l

7. Jouer

8. Direct object pronouns

9. Imperative

10.Lequel/laquelle/ etc.

Herron, C., & Tomasello, M. (1992).A

cquiring Grammatical Structures byGuided Induction. The French Review, 65 (5), 708- 718.


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Research Teaching Procedure:

Deductive Approach

1. Teacher points to a model sentence that

exemplified the rule and then provides grammar

explanation

Model sentence: Dans un avion, on peut parler un

ami; on ne peut pas regarder un match

de football.

Oral rule statement: En franais, utilisez linfinitif aprs le

verbe pouvoir


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DeductiveA

pproach (cont.) 2. Teacher practices this rule with the students with a 10

item oral drill

Instructions: Cet exercise sappelle Dans un avion. Rpondez

affirmativement ou ngativement ma question.

1. TEACHER: (picture of people drinking) Dans un avion, peut-on

boire?

STUDENTS: Oui, on peut boire

2. TEACHER: (picture of people dancing) Peut-on parler un ami?

STUDENTS: Oui, on peut parler un ami.

3. TEACHER: Peut-on faire du jogging?

STUDETNS: Non, on ne peut pas faire du jogging.


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Research Teaching Procedure:

Guided Induction Approach1. Teacher begins with introducing exercise Dans un

avion and lead students in the previous drill

Instructions: Cet exercise sappelle Dans un avion. Rpondez

affirmativement ou ngativement ma question.

1. TEACHER: (picture of people drinking) Dans un avion, peut-on

boire?

STUDENTS: Oui, on peut boire

2. TEACHER: (picture of people dancing) Peut-on parler un ami?

STUDENTS: Oui, on peut parler un ami.

3. TEACHER: Peut-on faire du jogging?

STUDETNS: Non, on ne peut pas faire du jogging.


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Guided Induction (cont.) 2. Directs students attention to the modelsentences on the board and asks the class to fillthem in chorally as a group.

Instructions: Maintenant, rpondez avec imagination

TEACHER: Dans un avion, on peut ____________ un ami; on ne

peut pas ________ un match de football.

STUDENTS: Parler/ Regarder

3. Teacher wrote in students choral response as theygave it and the teacher and students co-constructedthe rule


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Test I (One day after grammar lesson)

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70

80

90

inductive

deductive


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Test II (one week after grammar lesson)

0

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100

inductive

deductive


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Overall Research Results

Statistically significant at the p


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Criteria for Effective Inductive Lessons

1. A clear and interesting CONTEXT

2. A purpose for the grammar in communication

3. Shows the grammar pattern clearly, frequently, andnaturally in context

4. Keeps meaning and communication in focus (not just

form)

5. Lesson moves from comprehension to production

6. Requires learner to communicate using the newrammar


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In an inductive approach

Students will talk and use sentences with

the new structures without having been

taught the linguistic rules !

How is this possible????

Why is this a good thing???

teaching grammar in the classroom

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