Ch1&Ch2

How to Teach Grammar Irene & Elly

How to Teach Grammar ,[object Object],[object Object]

What is Grammar? ,[object Object],[object Object],[object Object],[object Object]

Texts, Sentences, Words, Sounds ,[object Object],hospital. in is Dad bed. in am I work. at are They home. at not are We 5 4 3 2 1

Examples ,[object Object],[object Object],[object Object]

Grammar and Meaning ,[object Object],[object Object],[object Object],[object Object]

Grammar and Meaning ,[object Object],Situation 1: A ticket inspector on a train says: Tickets! Situation 2 : Mandy is your sister’s friend and works in Taiwan High Speed Railway Cooperation. You are calling your sister… Tickets! or Can you ask Mandy to send me the tickets that I booked last week? ☆ The meaning is conveyed simply at the lexical or word level, tickets.

Grammar and Meaning ,[object Object],[object Object],[object Object],☆ Baby talk is centered in the here-and-now , it is generally not difficult to interpret. ,[object Object],[object Object]

Grammar and Meaning ,[object Object],A: Coffee? B: Please. A: Milk? B: Just a drop ☆ Grammar is a process for making a speaker’s or writer’s meaning clear when contextual information is lacking.

Grammar and Meaning ,[object Object],[object Object],[object Object]

Grammar and Meaning ,[object Object],[object Object],The sun set . ( verb) The children are playing. ( subject ) The dog chased the cat . ( object ) The children are playing in the garden . ( adverbial; place ) The sun sets at seven-thirty . ( adverbial; time ) The dog chased the cat playfully . ( adverbial; extent ) The sun has set . ( tense )

Grammar and Meaning ,[object Object],[object Object],Tickets ! Tickets, please. ( softening the force of a command ) Can you show me your tickets? ( modal verbs ) May I see your tickets? Would you mind if I had a look at your tickets?

Grammar and Function ,[object Object],[object Object],[object Object],☆ It is necessary to be able to read clues from the context to understand the speaker’s meaning.

Functional Labels ,[object Object],[object Object],[object Object],Would you like…..? If only I haven’t ……..

Functional Labels ,[object Object],[object Object],You’d better not do that. I wouldn’t do that, if I were you. Mind you don’t do that. If you do that, you’ll be in trouble.

Spoken Grammar and Written Grammar ,[object Object],[object Object],[object Object],[object Object]

For learners to communicate with non-native speakers ,[object Object]

Grammar Syllabuses ,[object Object],[object Object],[object Object]

Grammar Syllabuses ,[object Object],proceed your teaching step by step She is reading.  She has been reading.

Grammar Syllabuses ,[object Object],The more simple, the more learnable. Natural order : All learners acquire grammatical items in a fairly predictable order, and this happens irrespective of either their mother tongue or the order in which they are actually taught these structures. Ex: it going  it is going ☆ Some grammar items take longer to learn than others, teachers need not insist on immediate accuracy.

Grammar Syllabuses ,[object Object],ex. Present continuous tense is often included early in beginners syllabuses. It is easy to demonstrate the meaning, but it has a relatively low frequency of occurrence, to the present tense.

Grammar Rules ,[object Object],[object Object],[object Object],[object Object]

Grammar Rules ,[object Object],[object Object],[object Object]

Grammar Rules ,[object Object],[object Object],[object Object],ex. To form the past simple of regular verbs, add –ed to the infinitive. ex. The simple past tense is used to indicate past actions or states.

Reminders for Teaching ,[object Object],☆ ways that grammar can be organized into a teaching syllabus according to such criteria as complexity, learnabilty, and teachability . ☆ ways that grammar rules can be formulated, according to whether they are prescriptive, descriptive or pedagogic , and whether they focus on form or on use .

Why teach grammar? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The case for grammar http://www2.vobs.at/ludescher/Grammar/why_should_we_teach_grammar.htm

The case for grammar ,[object Object],[object Object],[object Object],[object Object]

The case for grammar ,[object Object],[object Object],[object Object]

The case for grammar ,[object Object],Examples of grammatical errors: ,[object Object],[object Object],[object Object],[object Object],[object Object]

The case for grammar ,[object Object],[object Object],- Grammar instruction fosters language acquisition through its delayed effect as it raises the learner’s awareness.

The case for grammar ,[object Object],[object Object],- Grammar allows the dividing up of the complex language system into smaller units and thereby reduces the enormity of language to a systematic, digestible step by step learning .

The case for grammar ,[object Object],[object Object],- Grammar enables the transmission of knowledge from the teacher to the learner as this structured system can be taught, learned and tested.

The case for grammar ,[object Object],[object Object],- Students expect to learn the foreign language through grammar instruction as they assume that teaching grammar is a more systematic and efficient approach .

The case against grammar ,[object Object],[object Object],- Language is learned by experimental learning – learning by doing – like riding a bike. It is not learned by simply studying the language, because learners have difficulties in transferring their knowledge into skills.

The case against grammar ,[object Object],[object Object],- Communication is learned by communicating : the language should be used in order to be learned . In this way, through activities that simulate life-like communication, the learner will unconsciously pick up the grammar.

The case against grammar ,[object Object],[object Object],- Krashen distinguishes between language learning and language acquisition . He argues that language acquisition is more successful than language learning, as, in comparison to language acquisition, which is a natural process , language learning results from formal institutions and is not as useful for real communication .

The case against grammar ,[object Object],[object Object],- Learners are born with a Universal Grammar (Chomsky). This (innate Universal Grammar) helps to explain similarities in the developmental order of the first and the second language acquisition , which is different to the order in which grammatical items are presented in most textbooks.

The case against grammar ,[object Object],[object Object],- Learning lexical chunks is an element of item learning like learning vocabulary or idioms and plays an important part in the language development and the acquiring of language .

The case against grammar ,[object Object],[object Object],[object Object],[object Object],[object Object]

The case against grammar ,[object Object],- There are learners who want to focus on communication and not on grammar, for instance, because they want to put their knowledge of the language into use or because they do not like the learning of grammar very much.

Grammar and Methods ,[object Object],- Its focus was on grammatical rules , the memorization of vocabulary and of various declensions and conjugations, translations of texts, doing written exercises.

Grammar and Methods ,[object Object],- The method would include lots of oral interaction , spontaneous use of language , no translation between first and second languages, and little or no analysis of grammar rules.

Grammar and Methods ,[object Object],- Language learning is a matter of habit formation . Drill! Drill! Drill! Audiolingualism is based on behaviorism . - A structural syllabus is used in class. As a result grammatical structures are brought to the forefront with meaning being neglected .

Grammar and Methods ,[object Object],- According Krashen, formal instruction was unnecessary. - Learners are exposed to large does of comprehensive input . Grammar is irrelevant.

Grammar and Methods ,[object Object],- is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. - Grammar was still the main component of the syllabuses of CLT courses, even if it was dressed up in functional labels: asking the way.

Grammar and Methods ,[object Object],Deep-end CLT - Bangalore Project - learners were given a series of problems and/or information gap activities , which were solved following teachers’ guidance in English. (TBL) - Probe didn’t focus on language forms as he believed that a focus on form could actually obstruct language learning.

Grammar and Methods Grammar- Translation heavy grammar emphasis Shallow-end CLT Audiolingualism Direct Method Natural Approach Deep-end CLT zero grammar

Grammar now ,[object Object],[object Object]

Grammar now ,[object Object],[object Object],[object Object]

Grammar now ,[object Object],[object Object],paying-attention-to form argument

Basic principles for grammar teaching ,[object Object],[object Object]

Basic principles for grammar teaching ,[object Object],[object Object],economy , ease , and efficacy . ,[object Object],[object Object],the shorter the better. ☆ Be economical

Basic principles for grammar teaching ,[object Object],[object Object],the easier an activity is to set up, the better it is.

Basic principles for grammar teaching ,[object Object],[object Object],[object Object]

Basic principles for grammar teaching ,[object Object],[object Object],tasks and materials Are relevant to their needs Have an achievable outcome Have a element of challenge while providing the necessary support

Basic principles for grammar teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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