topic 1 : introduction to grammar topic 2 : approaches in the teaching of grammar

8/13/2019 Topic 1 : Introduction to Grammar Topic 2 : Approaches in the teaching of grammar

1/66

Topic : Introduction toGrammarTopic 2 : Approaches in theteaching of grammar

Group 4 :

Cheong Zi Hoong

Hong Yin Yin

Lee Li Wen

Harzuwani Wahab

Norafidah Jasman


2/66

1. 1 Meanings and definition ofGrammar Grammar is a description of the rules that

govern how a languages sentences areformed. (Thornbury, 1999)

The whole system and structure of a language

or of languages in general, usually taken asconsisting of syntax and morphology and

sometimes also phonology and semantics.(http://oxforddictionaries.com)

Topic 1 : Introduction to Grammar
http://oxforddictionaries.com/http://oxforddictionaries.com/


3/66

1.2 Fluency and Accuracy Fluencyis the ability to read, speak, or write

easily, smoothly, and expressively. In other

words, the speaker can read, understand and

respond in a language clearly and conciselywhile relating meaning and context.

Accuracyis the ability to produce correctsentences using correct grammar and

vocabulary.


4/66

Teaching Fluency

Advantage:

Able to use language to communicate

efficiently and to seek information, give

information, solve a problem etc.

Disadvantage:May not able to use language in speaking and

writing using accurate grammar


5/66

Teaching Accuracy

Advantage:

produce students who can reproduce

accurately sentences learnt

Disadvantage:

May not be effective in communicating thelanguage in real life situations.


6/66

Fluency Activities

The characteristics Use: real life

Language forcommunication

Language for skill Attempts at communication

are judged by performance

Attention is given tomeaning

Correction is generally aminor clarification offluency in use

Communicationis the

objective

Example

Information gap

Opinion gap

Role play communicative activities


7/66

Accuracy activities

The characteristics Usage: explanation

Language forknowledge

Attempts at

communication are judged

by linguistic competence

Attention is given to

language Correction is often a

feature of accuracy focused

work

Languageis the objective

Example: Drills

grammar presentations

gap-fill exercises

frame dialogues.


8/66


9/66

Age (Major Factor)

People of different ages have different needs,

competencesand cognitive skills (Harmer,

2005).

Harmer (2005) further explains that young

learners learn differently from older children,

adolescents and adults among others.


10/66

They respond to meaning.

They often learn indirectly ratherthan directly

Their understanding comes fromexplanation.

They find abstract concepts such asgrammar rules difficult to grasp

They have a limited attention span;they can get easily bored, losinginterest after ten minutes.


11/66

Explicit grammar teaching is more effective at

the intermediate to advanced levels than

beginning levels (Brown, 2007).


12/66

1.4 The place of Grammar in theprimary ESL classroom Grammar according to Rutheford (1987) is a

necessary component of any language

teaching programmed (p.9), and thus plays

an important role in language teaching.

However, the focus on grammar in language

teaching was challenged with the emergence

of teaching methodologies based on differentlearning theories


13/66

Teaching grammar effectively is a much more

complicated matter. There are a number of questions

that first need to be addressed for each class:

What are the objectives of this class?

- Is the class preparing for an examination? Is the

class improving their English for businesspurposes? Is the class preparing for summerholidays? etc.

- The answer to this question is important as it will

help you decide on how much grammar reallyneeds to be taught. If students are preparing for aCambridge Exam then grammar will play a largerole in your lesson plans.


14/66

What type of learning background do thelearners have?

- Are the students at school? Have they not studiedfor a number of years? Are they familiar with

grammar terminology?- Adults who have not been attending school for a

number of years are likely to find grammarexplanations confusing while as students who are

currently studying will probably be much moreadept at understanding grammar charts,expressions, etc.


15/66

What learning materials and resources areavailable?

- Do you have the latest student workbooks? No workbooksatall? Computerin the classroom?

- The more learning resourceswe have the easierit will be forus to employ different strategies when teaching our students

grammar.

- Obviously, the more varieties of learning opportunities thebetter chances are that each student will be able to learn the

grammar point well.

For example, a group of students who like using computers could

use the computer to study a certain grammar task while another

group who prefers spoken explanations might prefer to have you

explain the point with a number of examples.


16/66

What kind of learning style does each student have?

- Is the learner comfortable with standard right brainlearning techniques (logical charts, study sheets, etc.)?Does the learner work better with listening andrepeating exercises?

- If you have a class of mixed learning styles then youneed to try to provide instruction using as manydifferent methods as possible.

- In other words, each class is going to have differentgrammar needs and goals and it is up to the teacher todetermine these goals and provide the means withwhich to meet them.


17/66

Recommend class structure when

teaching grammar skills:

1. Begin with an exercise, game, listening, etc. thatintroduces the grammar concept.

2. Ask students questions that will help themidentify the grammar concept to be discussed.

3. Follow with another exercise that morespecifically focuses on the grammar concept,but takes an inductive approach. This could be areading exercise with questions and responses

in the structure that is being taught.


18/66

4. Check responses, ask students to explain thegrammar concept that has been introduced.

5. At this point introduce teaching explanationsas a way of clearing up misunderstandings.

6. Provide an exercise which focuses on thecorrect construction of the grammar point.This could be an exercise such as a fill the

gap, cloze or tense conjugation activity.

7. Ask students to once again explain the

concept.


19/66

Topic 2 : Approaches inthe teaching of

Grammar

2.1 Prescriptive & Descriptive

Grammar


20/66

Prescriptive grammar

It prescribesrules governing what people

should/shouldnt say

It follows strict rules that can not be broken.

Prescriptive rules are not natural, must be taught/

learnedin school, often reflect value judgments

Example:

Do not use double negatives

Do not use a preposition to end a sentence with

Do not split infinitives


21/66

Teaching Prescriptive Grammar

Advantages

It has certain rules of

language and

this certainty reduces

confusion and ambiguityamong students.

Disadvantages

Not be able to speak or

write like a native

speakeras they only uses

standard grammar booksand they do not know

how the native speakers

use the language

Get bored of learning

grammar rules because

prescriptive grammar

mostly deals with rules


22/66

Descriptive grammar

It describesthe rules that govern what people

do or can say

There are no set rules. It describe how people

use language.

Descriptive rules are natural, known

intuitively, need not be taught


23/66

Teaching Descriptive Grammar

Advantages

Learners learn real the

usage of the language

and understand how a

native speaker uses thelanguage by listening a

native speaker's speech

Improve pronunciation

Disadvantages

probably confusethelearners and makewriting and speakingharder for them(beginner) since the rulesare ambiguous, flexible,changeable.

difficult for teachers todecide which dialect,which usage of alanguage to teach.

2 2


24/66

2.2 COVERT AND OVERT APPROACHES INTEACHING GRAMMARCovert grammar teaching Overt grammar teaching

The teacher gets the people involved in

using the structure without drawing

their attention to grammatical rules

The teacher explicitly explains the rules

when presenting the new language

The students attention is focused on theactivityand not the grammar rules but they

have ample opportunity to practice the

question form

2 options are available to the teacher:- Deductive approach

The teacher presents the

rule/pattern/generalization and then

goes to provide practice in the

application of these rules- Inductive approach/discovery method

Students are first given a number of

sample sentences containing the target

forms and then the teacher guides the

students into deriving the rule forthemselves


25/66

Deductive Approach

Starts with the presentation of a rule and is

followed by examples in which the rule is

applied

Some possible activities

Use Rule-explanation to teach question formation

Teach used to using Translation

Teach articles using grammar worksheet

Teach word order using self-study grammar

(Thornbury, 1999)


26/66

Disadvantages of Deductive

Approach

1. Learners may not be able to understand the

concepts involved.

2. Explanation is seldom as memorable as

other forms of presentation, such asdemonstration

3. Encourage the belief that learning a

language is simply a case of knowing therules

4. More towards transmission-style or teacher-

centred and lack of students participation(Thornbury, 1999)


27/66

Advantages of Deductive

Approach

1. It can be more effective with students of

higher level.

2. It can be time-savingstraight to the point

3. A number of direct practice/ application

examples are immediately given.

4. A number of rule aspects can be more simply

and clearly explained than elicited from

examples.

(Thornbury, 1999)


28/66

Inductive Approach

Starts with some examples from which a ruleis inferred

Some possible activities

teach imperatives through actions Teach present simple using realia

Teach should have done using a generativesituation

Teach difference between past simple and presentperfect through minimal sentence pairs

(Thornbury, 1999)


29/66

Disadvantages of Inductive

Approach

1. Time and energy-consuming

2. Students may hypothesise the wrong rules

3. Place heavy demands on teachers in planinglessons

4. Frustrates students who have different

learning experience (they prefer to be toldthe rules)

(Thornbury, 1999)


30/66

Advantages of Inductive Approaches

1. Learners are trained to be familiar with therule discovery

2. Enhance students learning autonomy and

self-reliance3. Learners are more active in the learning

process

4. Problem-solving activity is donecollaboratively, learners get an opportunityfor extra language practice

(Thornbury, 1999)


31/66

2.3 Grammar in Isolation

VSGrammar in Context


32/66

Teaching grammar separately in a lesson.

Grammar is taught as separate topic to make

sure the pupils recognize the rules and

regulations of grammar.

For example:

Past Tense Present TenseIrregular

Verbs


33/66


34/66

We integrate grammar in everyday teaching.

Applicable while teaching other skills.

For example:

SpeakingListening

ReadingLanguage

Arts

Writing


35/66

Teaching grammar in relations to the context

of the situation the utterances are usually

used.

When learners are given the opportunitiesto

explore grammar in context, it will make it

easyfor them to see how and why alternative

forms exist to express different

communicative meanings.


36/66

We need to help learners see how the grammar is usedin real-life communication.

According to Weaver (1996), grammar need not be

taught, since it is acquired sub-consciously when thestudents learn the other language skills.

For example,

have auxilliary is always followed by a past participle(They have taken the chair) and a be auxilliary isalways followed by a present participle (They will betaking the chair)


37/66

Differences between Grammar in

Isolation& Grammar in Context

Grammar in Isolation

Focus on form and meaning

only.

Language learning. Exercises involving

repetition, manipulation

and grammatical

transformation. Prescriptive and descriptive

approaches.

Grammar in Context

Focus on form, meaning and

usage.

Language acquisition. Requires a commitment to

teach.

Specific instruction would

be given to individualstudents.


38/66

2.4 MEANING, USE, FORM MUF)FRAMEWORKMeaning

What doesit means?

UseWhen/why is it

used?

Form

How is itform?


39/66

Meaning

The meaning of the vocabulary, functional

expression or grammar structure have in the

context.

The literal meaning of the word, phrase,

functional expression or grammar structure.

The meaning of the vocabulary used changed

within its context.


40/66

Use

When or why is the vocabulary, functional

expression or grammar structure used?

Determined by the situation we are in or what

we want to communicate to our listener.

Interconnected with meaning.


41/66

Form

Visible andaudible parts

of vocabulary

Functional

expressions

Grammar

units


42/66

INTEGRATION WITH THE TEACHING OF LISTENING,

SPEAKING, READING AND WRITING SKILLS

A systematized mapping of the grammar

syllabus within a thematically conceived series

of units.

A unit-by-unit mapping of grammar.

The specific ways in which grammar supports

and is supported by each language skill.


43/66

1. To teach of not to teach grammar

The issue on whether to teach or not to teach

grammar depends on various variables such as:

- Age

- proficiency level

- educational background

- language skills

- style (register)

- need and goals

2.5 Issues in grammar teaching


44/66

2. Should grammar be presented

inductively or deductively

A deductive approach to instruction is a moreteacher-centered approach.

The teacher gives the students a new concept,

explains it, and then has the students practiceusing the concept.

For example, when teaching a new grammarconcept, the teacher will introduce the concept,

explain the rules related to its use, and finally thestudents will practice using the concept in avariety of different ways.


45/66

According to Bob Adamson, The deductivemethod is often criticized because:

a) it teaches grammar in an isolated way.

b) little attention is paid to meaning,

c) practice is often mechanical.

This method can, however, be a viable option in certain

situations; for example, when dealing with highly

motivated students, teaching a particularly difficult

concept, or for preparing students to write exams.


46/66

Inductive instruction makes use of student

noticing.

Instead of explaining a given concept and

following this explanation with examples, the

teacher presents students with many

examples showing how the concept is used.

The intent is for students to notice, by way

of the examples, how the concept works.


47/66

Using the grammar situation from above, theteacher would present the students with avariety of examples for a given conceptwithout giving any preamble about how theconcept is used.

As students see how the concept is used, it ishoped that they will notice how the concept isto be used and determine the grammar rule.

As a conclusion to the activity, the teacher can ask the students to explain

the grammar rule as a final check that they understand the concept.


48/66

3 Sh ld b h i


49/66

3. Should grammar be taught in

context or in isolation

It is whether we focus on form and meaning only or wefocus on form, meaning and use.

Some teachers think grammar as a fixed set of wordforms and rules of usage. Hence, such teachers willfocus on grammar as a set of forms and rules.

They teach grammar by explaining the forms and rulesand then drill students on them.

The students can produce correct forms on exercisesand tests, but they consistently make errors when theytry to use the language in context.

Other language teachers, make the difference between


50/66

Other language teachers, make the difference betweenlanguage learning and language acquisition.

They tend not to teach grammar at all. Believing that

children acquire their first language without overtgrammar instruction, they expect students to learn theirsecond language the same way.

They assume that students will absorb grammar rules asthey hear, read, and use the language in communicationactivities.

What we need is an appropriate balance between

exercises that help learners come to grips withgrammatical forms, and tasks for exploring the use ofthose forms.

4 Sh ld t h t


51/66

4. Should teachers correct

grammatical errors

Main type of mistakes that need to be corrected:

Grammatical mistakes (mistakes of verb tenses,preposition use, etc.)

Vocabulary mistakes (incorrect collocations,idiomatic phrase usage, etc.)

Pronunciation mistakes (errors in basic

pronunciation, errors in word stressing insentences, errors in rhythm and pitch)

Written mistakes (grammar, spelling andvocabulary choice mistakes in written work)

Mi t k M d D i Di i d


52/66

Mistakes Made During Discussions and

Activities

With oral mistakes made during class

discussions, there are basically two schools of

thought:

1) Correct often and thoroughly

2) Let students make mistakes.


53/66

Sometimes, teachers refine the choice by

choosing to let beginners make many

mistakes while correcting advanced studentsoften.

A 'selective correction, teacher decides tocorrect only certain errors. Which errors willbe corrected is usually decided by theobjectives of the lesson, or the specific

exercise that is being done at that moment. if students are focusing on simple past irregular

forms, then only mistakes in those forms arecorrected (i.e., goed, thinked, etc.).


54/66

Other mistakes, such as mistakes in a future

form, or mistakes of collocations (for example:

I made my homework) are ignored.

Choose to correct students afterthe fact.

Teachers take notes on common mistakes that

students make.

During the follow-up correction session the

teacher then presents common mistakes made sothat all can benefit from an analysis of which

mistakes were made and why.

W itt Mi t k


55/66

Written Mistakes

3 basic approaches to correcting written work:

1) Correct each mistake

2) Give a general impression marking

3) Underline mistakes and / or give clues to the type ofmistakes made and then let students correct thework themselves.

In the opinion of many teachers, students who

are continually corrected become inhibited andcease to participate. This results in the exactopposite of what the teacher is trying to produce- the use of English to communicate.


56/66

KBSR Syllabus

English Language lesson aims to equip pupils

with skills and provide a basic understanding

of the English Language so that they are able

to communicate, both orally and in writing inand out of school.


57/66


58/66


59/66

KSSR Syllabus

Under KSSR Syllabus, primary education isdivided into two stages, Stage s One referringto Years 1, 2, 3 and Stage Two Year 4, 5, 6.

In Year 1 and 2, the English languagecurriculum emphasizes on the pupilsdevelopment of basic language skills inbuilding the proficiency in the language.

Grammar is only introduced from Year 3onwards.


60/66


61/66

KSSR h


62/66

KSSR states that:

By the end of Year 6, pupils should be able to:

use correct and appropriate rules of grammar in

speech and writing


63/66


64/66


65/66


66/66

topic 1 : introduction to grammar topic 2 : approaches in the teaching of grammar

Documents