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Teaching grammar

Teaching grammar. Key terms. Grammar is commonly defined as the way words are put together to make correct sentences. A specific instance of grammar is usually called a structure .

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Teaching grammar

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  1. Teaching grammar

  2. Key terms Grammar is commonly defined as the way words are put together to make correct sentences. A specific instance of grammar is usually called a structure. The teaching of grammar does not necessarily help people to use the language. It is because language is used to perform certain functions (e.g. introducing, suggesting, apologizing, expressing likes/dislikes) When presenting a structure, it is essential to: • show the meaning and usage of the structure • show how the structure is formed

  3. Some functions can be expressed by a range of different structures, e.g. intention can be expressed by I am going to, I am planning to, I intend to. Teaching a grammatical structure is not sufficient on its own. Students should be more aware of why they are practicing particular structures: e.g. modal verbsnot learned as “useful structures” but rather aslanguage tools for expressing permission, possibility, etc.

  4. Different approaches to teaching grammar The grammar translation method (explicit) x communicative language teaching (implicit) A deductive approach: the rule is presented and then practised An inductive approach: the rule is inferred through some kind of guided discovery

  5. Grammar and young learners • In the Czech Republic, the teaching of grammar has a deep-rooted tradition (rules are essential for the mastery of an L2, grammar-based tests…). • To what extent can grammar teaching benefit young learners? “Although formal teaching of grammar isnot usually a major objectivein the young learners’ classroom, teachers can most usefullycontributeto children’s understanding of grammarby using form-focused techniques in meaningful and interesting contexts.” Brewster, Ellis: The Primary English Teacher’s Guide, p. 93/94

  6. Initial stages • holistic learning of languge chunks • initial grammatical patterns are learned implicitly by meeting language in thecontextof e.g. lesson routines, games, stories and rhymes • children can transfer these chunks to new contexts and use them creatively (Can I go to the toilet? → Can I go to the outside? (sic) )

  7. Moving on to explicit grammar work • unlikely to be appropriate before the ages of 8-10 (depends on the educational context, children’s cognitive maturity, number of hours/years of L2 instruction) • must correspond with work and concepts covered in L1 grammar lessons (Are the children familiar with what a noun / tense / plural, etc. is?)

  8. Language awareness • encouraging observation about how English works as a system (discovery approach: guessing, hypothesizing, treating L2 as a logical puzzle) • noticing particular language patterns and contrasting these with L1 forms • observations alone do not ensure that children can apply the new features → must be accompanied by plenty of practice; regular recycling of grammatical patterns and forms

  9. Articles Making Grammar Memorablehttp://www.hltmag.co.uk/dec08/mart03.htm • how to personalize grammar, create grammatical mnemonics Reintroducing Grammar http://www.teachingenglish.org.uk/try/uk-publishers/oup/reintroducing-grammar - message-focus vs. form focus teaching

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