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TEACHING GRAMMAR

TEACHING GRAMMAR. Outline. Theoretical framework How to teach grammar. Theoretical framework. Questions ???. 1. What is grammar ? 2. Should we teach grammar ? Why / Why not?

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TEACHING GRAMMAR

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  1. TEACHING GRAMMAR

  2. Outline Theoreticalframework Howtoteachgrammar

  3. Theoreticalframework

  4. Questions??? 1. What is grammar? 2. Shouldweteachgrammar? Why/Why not? 3. Shallweencourageexplicitknowledge of grammarorimplicitknowledge of grammar? SLL vs. FLL contexts?

  5. Q1 A set of rules Specifythecorrectordering of words at thesentencelevel (syntaxlevel)

  6. Let’shave a look! “Thenumberyouarecallingnow is busy. Tryagainlater.” Text (meaning) SentencesTheforms of language Words Sounds

  7. Thengrammar…. Thestudy of ways theseformsarearranged andpatterned.

  8. Q2: Whyteachgrammar? Grammaticalknowledge communication Form-Functionrelationship “arenumberyoubusythecalling is now”

  9. Q3: Explicitorimplicitgrammarteaching? • Implicit (acquisition) • Explicit (not needed??) dilemma But FLL???

  10. Implicitknowledge • requiresexposure • Theuse of English? • Tasksthatrequirerecycling of previousknowledgeandexposelrnstomorelang.? Etc. • Explicitknowledge • Right time? • Rightamount? • Not exagerated? • Theuse of metalanguage? Etc.

  11. Recent trend Some form of grammarinstruction is useful (explicit, consciousnessraising) But … Communicationcomesfirst (context- embedded)

  12. Inotherwords… Focus on form: x not drill-and-repeattype of teaching X not a grammarsyllabus CORRECTING MISTAKES Consciousness-raising (attention) x not production noticing (recognition) remembering

  13. Don’ t forget …. Grammar not goal of teaching Grammar a way of tidyingmeaningsup Therefore, Providingopportunitiesforauthenticlang. Use Employinggrammar as a sourcerathetthan as an end in itself

  14. Howmuchfocus on form? Itdepends… Assesmentmethodologyshould be reconsidered???

  15. Basicprinciples of gt • Twoprinciplestokeep in mind: • Efficiency • Appropriacy

  16. Efficiency (economy, ease, efficacy) • Time-efficient? • easyto set up? • arisesattention? • causesunderstanding? • memorable? Motivation??? Externalmotivation Tasks, materials > ls’ needsetc…

  17. Appropriacy Age Level Size of thegroup Needs Interests Avaliablesourcesandmaterials Previouslearningexperience, presentexpectations Attitudes, beliefs Educationalcontext

  18. Howtoteachgrammar

  19. What do sts need to know? • Meaning • Form(patterns & pronunciation) • Use • Practice

  20. Steps in teaching grammar • Presentation (clarification and focus) • Controlled-practice and semi-controlled practice activities (Restricted- use+earlyskillswork) • Free-practice + skills work (Authenticuse)

  21. Thesteps of a grammarlesson Summary Warm-up Introthetopic Lead-in (Intro ) Clarification(Presentation)(PPP/GD in differentways) Whole-class oral practice(Lowerlevels) Activities Wrap-up

  22. Let’sconsiderclarificationfirst! Clarification (Presentation) Meaning (What does it mean?) Form (How is it pronounced/ formed?) Use (Where/Why is it used?) Turkishteachershave an obsessionwith form. Why?

  23. 2 approaches to presenting grammar Deductive(fromrulestoexamples) • PPP (Present-Practice-Produce) (Form-focused) Inductive(fromexamplestorules) • Guided discovery (Meaning-focused)

  24. DEDUCTIVE APPROACH

  25. Deductive (PPP) • Advts • Direct, no-nonsense, can be efficient • Respectssts’ intelligence, (analyticls) • Disadvts • Dull, over-technical, demotivating • Lrnrsespeciallyyoungones !!!

  26. Cueing Rule of form Examples Check Rule of use Example Check Illustration T: Right. Thepastperfect. T: Thepastperfect is formedfromthepastparticiple of theauxiliary “have”, plusthepastparticiple. T: Forexample, “everyone had left, “the film had started” T: Sowhat is thepastperfect of theygo? Sts: They had gone. T: Good. T: It is usedwhenyouaretalkingaboutthepast, andyouwanttoreferto an earlierpoint in thepast. T: Forexample, “wewerelate. Whenwegottothecinema, the film had alreadystartedç” T: Didthe film start sfterwearrived, at thesame time as wearrived, orbeforewearrived? Sts: Before. T: Right. T: so it is likethis. (draws a timeline). T: Wearrived at thispoint. But the film startedhere.

  27. Deductive (PPP) Presented: Rule of form, rule of use Possibleways of teachingdeductively Usingruleexplanation Usingtranslation Usinggrammarworksheets Using self-studygrammar

  28. PPP (Present-Practice-Produce) • T. presents the rules and info. Or Sts. directed to the written info. Or Stsareguidedtothink , etc. • Explanation tech/Examples/translations • Rules, diagrams, substitution tables given

  29. General procedures for PPP • A. Clarificationandfocus: Presentation 1. Demos, (in Eng. or in Turkish), situations, examplesetc. (most of the time more than one tech is used) *Placenewstructure in a meaningfulcontext as much as possible 2. Repetition (Choral-Individual) 3. Write the sentences on the b.(0r OHP, PPT etc.) 4. Explanation - explainandwritetheimp. points on the b. - guideststotheinfoandlaterexplainandwritetheimp. points on the b. 4. Draw a substitution table (optional)/timelines 5. Translate !! (optional) and longer explanations (ifnecessary) • B.Restricteduse (Practice) • C. FreePractice (Production)

  30. Example for PPP Topic: “I want to learn about you”Asking for confirmation • Lead-in: • Revision: Questions • Game-based “Find someone who” • Sensitizing: X • Intro: “Today we will work on asking questions” • Clarification (PPP) • Q-A: Raise sts’ attention to motor racing and racers. • Reading and answering qs. • Start asking qs using tags. Use “right” at the end interchangeably • Have sts repeat (c-i) • Write the sentences on the board and explain the • Meaning • Form • Have sts summarize

  31. Or… • Clarification (PPP) • Q-A: Raisests’ attentionto motor racingandracers. • Readingandansweringqs. • Writesome of theqs on the b. Anddrawstsattentiontothequestionwords. • Guideststothewritteninfo. Havethemread it. • Writesomeexamples on the board andexplainthe • Meaning • Form • Havests. Repeta (c-i) • Havestsgivesomemoreexamplesfromthetext. • Havestssummarize

  32. INDUCTIVE APPROACH

  33. Guided discovery T. helps sts. find out for themselves. What?? Meaning (rule of use) Rule of form

  34. Inductive (GD) Possibleways of teachinginductively Situationalpresentations A textor a recording Test –teach-test

  35. General Procedures for Guided Discovery A. Clarificationandfocus: GD • Set situations, problems, tasks and activities that raise relevant points • Raisestsawarenesstothenewmeaningandstructure • Havestsrepeat (ifappropriate) • Ask qs. about the meaning (concept qs.)/Ask qs. that focus on the form/Ask qs. that focus on the context (context qs.) • Elicit answers • Offer tools to help clarify meaning: time lines, subs. Tables B.Restricteduse C. Freepractice

  36. Example for GD Topic: “Are you free on Saturday?”Making suggestions • Lead-in: • Sensitizing: • Free time and hobbies • Things we can do as a class • Intro: “Today we will make suggestions” • Clarificationand focus: (GD) • Q-A: “What can we do together this Saturday?” • Guide learners produce “let’s …” sentences… • Start by saying “let’s do something on Saturday” • Class produces sentences • Have sts repeat (c-i) • Write the suggestions on the board.Sts vote and choose the activities. • Draw sts attention to the form • Ask meaning qs • Ask form qs • Have sts summarize

  37. GD questions (conceptqs) “Youshouldwear a suit.” “She’sbeentoItaly.” “I wish I had a car.” “Youshouldhaveaskedhimfirst.” “I’dratherhave a coke.” 1. Analyzethelanguageanditsmeaning in agivencontext 2. Define theessentialmeaning in simplesentences 3. Turnthestatementsintoqs 4. Keeptheqssimple in termslangandlength 5. Notetheanswers on teh board.

  38. Here are some sample questions Questions about form So what word goes in this space? Is that an action (verb)? What comes after the action (verb) What comes after the doer (subject)? What’ s the name of this tense?* Questions about meaning Are we talking about present, past or future? (Pa.co) Is this a planned action? (be going to fut.) Is this a repeated action? (used to) Do we want it to happen? Can it happen? ( wish-unreal present) Questions about function Is this formal or informal? Do they know each other? Is this polite?

  39. Other ways of presenting grammar

  40. Through work sheets (GD) • Game-based (when the need arises, t. provides the necessary structure) (Implicit)

  41. Controlled-Practice Activities • Wholeclass oral practice • Furtherpractice • Thingstokeep in mind • Immediateskillintegration • Integration of previousknowledge

  42. Whole class oral practice • Cluesareshown • Stsproducesimilarstructures(sentencelevel) • Immediatefeedback • Intensivecorrectivefeedback • No writtenworkbuttttt……

  43. Further practice • Written practice (pls limit yourself) • Limited options for communication(maygobeyondsentencelevel) • Focused on accuracy as well as fluency (correctivefeedback: emphasize self-correction)

  44. Types of practice • Drills • Written exercises • Cued dialog building • Grammar practice activities and games • Split sentences • Sentences from the pictures • Memory test • Miming action • Questionnaires • Growing stories

  45. 1. Drills • Simple repetition exercises • One word substitution • Make true sentences about yourself (prompts are given) A note on repetition: You have to put some variation to a simple repetition activity. Who?: Choral/individual; round the class/random selection; male/female; this half/that half; etc. How? Normal volume/ loud/whisper/shout; Fast/ slow/normal speed; etc.

  46. 2. Written exercises fill- in- the- blanks activities • Again some variation is required • Do it as individuals- then compare and contrast • Do it in pairs • Do it in small groups • In teams- make competition out of it • On the board (teacher-led) • On the board (student-led) • Give a list of answers (jumbled) • Give this exercise with your answers on it but some right, some wrong. • Do it at great speed (Give ss 3 mins- Collect the answs)

  47. 3. Cued dialogue building • Step 1. Before class write the dialogue, • Step 2. In class • Set the scene and characters • Mime, gestures, pictures • Elicit responses from sts • Select one , correct if necessary • Write it on the b. • Step 3. Follow up activities

  48. 4. Grammar practice activities and games 5. Split sentences • Write the sentences on a piece of paper, cut each sentence in half. Give them to sts. Different variations are possible. 6. Sentences from pictures • Using picture clues to make sentences 7. Memory test • Teacher shows picture prompts and let sts. look at them for sometime. Then T. asks T-F qs.- Sts try to remember

  49. 8. Miming an action • Another variation is called “picture dictation”. One of the partners describes it for the other. The other one draws or writes down. 9. Questionnaires 10. Growing stories • Esp. useful in S. past tense. (Chain story building, cued narrative writing etc.)

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