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Approaches to Teaching Grammar and Corrective Feedback

Approaches to Teaching Grammar and Corrective Feedback. Nicole Mills ( nmills@sas.upenn.edu ) University of Pennsylvania August 27, 2007. Plan. Deductive vs. Inductive grammar PACE Model Short presentation of a PACE grammar lesson Corrective feedback and error correction.

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Approaches to Teaching Grammar and Corrective Feedback

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  1. Approaches to Teaching Grammar and Corrective Feedback Nicole Mills (nmills@sas.upenn.edu) University of Pennsylvania August 27, 2007

  2. Plan • Deductive vs. Inductive grammar • PACE Model • Short presentation of a PACE grammar lesson • Corrective feedback and error correction

  3. “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

  4. “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 second language.” -Adair-Hauck & Donato, 2002

  5. Importance of CommunicativeCompetence • 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 to know how, when, and why to say what to whom. -Standards of FL Learning, 1996

  6. How do we focus on form within a communicative framework? • Teachers don’t need to dichotomize language use– pitting form against meaning or meaning against form (Johnson, 1992) • Attention to form is beneficial to language users and criticalto improving students’ language proficiency

  7. Deductive vs. Inductive • Deductive: • Students learn grammar rule Use Rule • Inductive: • Use grammar rule  Learn Rule

  8. Example: 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 parlerà un ami; on ne peut pas jouer au football.” (In an airplane, one can speak to a friend; one cannot play soccer) Oral rule statement:“En français, utilisez l’infinitif après le verbe pouvoir” (In French, use the infinitive after the verb “pouvoir”)

  9. Deductive Approach (cont.) • 2. Teacher practices this rule with the students with a 10 item oral exercise Instructions: Cet exercise s’appelle “Dans un avion.” Répondez affirmativement ou négativement à ma question. • TEACHER: (picture of people drinking) Dans un avion, peut-on boire? (In an airplane, can one drink?) STUDENTS: Oui, on peut boire (Yes, one can drink) • TEACHER: (picture of people talking) Peut-on parler à un ami? (can one speak to a friend?) STUDENTS: Oui, on peut parler à un ami. (Yes, one can speak to a friend) 3. TEACHER: Peut-on faire du jogging? (Can one jog?) STUDENTS: Non, on ne peut pas faire de jogging. (No, one cannot jog)

  10. Example:Guided Induction Approach • Teacher begins with introducing exercise “Dans un avion” and lead students in the previous exercise Instructions: Cet exercice s’appelle “Dans un avion.” Répondez affirmativement ou négativement à ma question. • TEACHER: (picture of people drinking) Dans un avion, peut-on boire? (In an airplane, can one drink?) STUDENTS: Oui, on peut boire (Yes, one can drink) • TEACHER: (picture of people talking) Peut-on parler à un ami? (can one speak to a friend?) STUDENTS: Oui, on peut parler à un ami. (Yes, one can speak to a friend) 3. TEACHER: Peut-on faire du jogging? (Can one jog?) STUDENTS: Non, on ne peut pas faire de jogging. (No, one cannot jog)

  11. Guided Induction (cont.) • 2. Directs students’ attention to the model sentences on the board and asks the class to fill them in chorally as a group. Instructions: Maintenant, répondez avec imagination TEACHER: Dans un avion, on peut ____________ à un ami; on ne peut pas ________ au football. STUDENTS: Parler/ jouer 3. Teacher writes in students’ choral response as they give it and the teacher and students co-construct the rule

  12. Empirical Research • Subjects: 26 students enrolled in Elementary French I Within-Subjects Design • Target structures: 1. Au 2. Indefinite article 3. Pouvoir + infinitive 4. Ne (verbe) pas DE 5. Comparative 6. Du/ De la/ De l’ 7. Jouer à 8. Direct object pronouns 9. Imperative 10.Lequel/laquelle/ etc. • Herron, C., & Tomasello, M. (1992). Acquiring Grammatical Structures by Guided Induction. The French Review, 65 (5), 708-718.

  13. Within Subjects Design • Class AClass B Structure 1 Deductive Inductive Structure 2 Inductive Deductive Structure 3 Deductive Inductive Structure 4 Inductive Deductive Structure 5 Deductive Inductive Structure 6 Inductive Deductive Structure 7 Deductive Inductive Structure 8 Inductive Deductive ETC…

  14. Test I (One day after grammar lesson)

  15. Test II (one week after grammar lesson)

  16. Overall Research Results

  17. 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 use of language • Empowers the students to problem solve and learn how to learn a language Source: Donato, 2002

  18. 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, and naturally in context • 4. Use cognates and simplified language • 5. Use visuals: drawing, magazine cut-outs, PowerPoint • 6. Draw on learners’ previous knowledge • 7. Keeps meaning and communication in focus (not just form) • 8. Lesson moves from comprehension to production • 9. Requires learner to communicate using the new grammar

  19. 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? • What are the benefits of such an approach?

  20. Benefits of a Guided Induction Approach 1. Gives students confidence in the use of the structural patterns…they’ve already manipulated the structures 2. Motivates students 3. Increases the ratio of student talk to teacher talk 4. Challenges adult language learners and focuses their attention 5. Empowers students…they participate ACTIVELY in the process of language learning 6. Forces the teacher to fully understand the grammatical principle

  21. PACE Model

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