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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.
[object Object]
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],[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],[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],[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]
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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Ch1&Ch2

  • 1. How to Teach Grammar Irene & Elly
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  • 28. The case for grammar http://www2.vobs.at/ludescher/Grammar/why_should_we_teach_grammar.htm
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  • 50. Grammar and Methods Grammar- Translation heavy grammar emphasis Shallow-end CLT Audiolingualism Direct Method Natural Approach Deep-end CLT zero grammar
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