Applied Group Work

8/10/2019 Applied Group Work

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TEACHING THE

LANGUAGE

SYSTEMSGRAMMAR &

VOCABULARY

prakash


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Teaching the language system means that a teacher presents students

with clear information about the language they are learning. It is a

complex task, especially for me, because teacher must show students

what the language means and how it is used, what the grammatical

form of the new language is, and how it is said and written (Harmer,2004).


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Imagine that this cake is a Language.


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In order to study a Language it was subdivided by structuralism in to the

Following parts:

In last two hundredyears there

were 3 important

approaches

of Language

systems, first the

structural, coveredthe study of

Language and

divided it in:

Phonology

Lexis

Vocabulary

Grammar

Then the linguisticsclasified at 3 levels : phonology, morphology

and syntax


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Then the linguisticsclasified at 3 levels : phonology, morphology

and syntax

phonology

morphology

syntax

finally the communicative

approach adds 2 more units

situationaland functional

aspects.

functional

situational


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Phonology

Lexis

Vocabulary

Grammar

morphology

syntaxfunctional

situational

Language

Systems

It is important to know Language Systems because we need to know how a

Language works, how it is formed or constructed.


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Help us to know the sounds of a Language it helps you to

Improve you pronunciation.

It is concerns about Vocabulary words.

Helps you to know how to make sentences!

is the identification, analysis and description of the structure ofmorphemesand other units of meaning in a language such as

words, affixes, parts of speech
http://en.wikipedia.org/wiki/Morphemeshttp://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Affixhttp://en.wikipedia.org/wiki/Parts_of_speechhttp://en.wikipedia.org/wiki/Parts_of_speechhttp://en.wikipedia.org/wiki/Affixhttp://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Morphemes


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the rules and principles that govern the sentence structure of any

individual language

This will help you to understand when is proper to use an expression

and what expressions are commonly used in certain situations.


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Grammar and Vocabulary

Teaching in Malaysian ESLclassroom

jacinta

TEACHING METHODS


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Grammar & Vocabulary Teaching in MsianESLclassroom: CLT

KBSM syllabus requires the application of the Communicative Approach or CLT in teaching andlearning English language (Chitravelu, Sithamparam, & Teh 2001).

Hussein, Roslan, Noordin and Chong (2012) state that communicative approach is the mostwidely used approach in many Malaysian classrooms in teaching.

grammar is to be incorporated into four language skills and should be taught in context and ina meaningful way (Ministry of Education, 1990 cited in Chitravelu et al. 2001).

Grammar is considered as peripheral teaching it in isolation is not encouraged but must beintegrated in order to provide meaningful input (Radika Subramaniam & Mahmud Hassan Khan2013).

CLT places less emphasis on overt presentation and discussion over grammar rules.

Supyan Hussin, Noreiny Maarof & J.V.DCruz(2000) ESL teachers who utilised thebehaviourist approach adopt the Direct Method which focus on forms. Teachers use drillingmethod especially in the primary school level, less focus on CLT.


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Blake (2009 in Kasturi Sivabalan 2013) explains that in communicativeapproach, vocabulary is given a secondary position to support functionallanguage use.

Wu (2009 in Kasturi Sivabalan 2013) explains how communicative approachis applied in vocabulary teaching.

First she said that the teachers will instruct and assign students to prepare for thepresentation of their discussion. Thus, the related words are practiced.

She also explains that teachers will explain the word meaning based on the situationsby using role play and reading authentic materials.

Rosmahs (2013) study reveals that teaching English vocabulary usingcommunicative approach to improve the students vocabulary mastery waseffective.


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Grammar and Vocabulary teaching: methods,approaches and strategies

Web-based (Faizah Mohamad 2009)

Internet-based grammar instruction (IBGI) vs Conventional Pen & Board Instruction (CPBI)

Study supports empirical claims that the Internet is a useful tool in teaching grammar

Game-based

Enhancing grammar using board games (Tengku Nazatul Shima & Rahmah Lob Yusof 2012) Creates excitement and reduces fear

Media-based

Teaching vocabulary through music and songs (Kasturi Sivabalan 2013)

Vocabulary learning through vocabulary scrapbook (Ann Rosnida Mod Deni et al 2007)

Learner-based

Teach vocabulary learning strategies to learners (Azadeh Asgari & Ghazali Mustapha 2011)

learning words through reading, use monolingual dictionary, use various English language

media and applying new English word in daily conversations.

Strategies related to memory and metacognitive are popular strategies.


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TEACHING THE LANGUAGE

SYSTEMS:GRAMMAR &VOCABULARYISSUES & CHALLENGES

joscyln


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TEACHING GRAMMAR

Language Transfer

Interlingual interference usually occurs during the transfer of

learners first language patterns into those of the secondlanguage

the grammatical structures of the first language tend to betransferred to the second language

first language interference is manifested at the levels ofphonology, lexis, syntax and semantics.


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Faulty application of rules

those learners who are ignorant of the specific rules ofgrammar would eventually generalize

For example, the tendency to add theedmorpheme to any

word in the past tense often leads to some wrong forms.

Such rules should therefore be carefully presented andfollowed up with constant practice and reinforcement inside

and outside of the classroom.


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Faulty instructional materials and techniques

Teachers use of the first language to communicate ideas inthe second language does not facilitate the learning ofsecond language and its grammar

A teachers technique of teaching can be said to be faulty ifhe or she fails to make use of instructional materials wherethey are required

drilling exercise and teacher-fronted explanation

teachers teach too many grammatical skills to students throughconstant drilling on past year examination questions, worksheetsand exercise books


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The inconsistency in the orthography of English

This is a prominent problem because of the defect in theEnglish alphabet and sounds.

However, the art of spelling can be perfected through

constant practice and reading.

Learners should be encouraged to use the dictionary when indoubt about spelling of any word.


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TEACHING VOCABULARYwhat to teach

Ur (1996) as cited in the same study stated that thereare six vocabulary items must be taught to the students:

The form of the vocabulary (pronunciation and spelling)

Grammar form (irregular or regular)

Collocation

Aspects of meaning (connotation)

Meaning relationships (synonyms and antonyms)

Word formation


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The study further stated that vocabulary learning depends

on the learnersstrategy and motivation towards learningnew words.

According to Mohammad Reza et. al., the basic factors forvocabulary learning which are important and should be

emphasized are: The purpose of vocabulary learning

The real needs of vocabulary learning

The repetition and frequent exposure of vocabulary learning

The presentation of vocabulary learning needs to be meaningfuland clear


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how to teach

One thing for sure is that the major way in which vocabularyknowledge is increased is by learning through context.

Learning through context or the written language normallycontains enough proportion of difficult or easy words forlearners to be exposed on.

incidental learning

reading plus vocabulary enhancement activities


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norin


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1)Original Video and Sound Effects

by Yassaei (2012)

Used the pictures-less technique (listening to the audio

before watching the video)

Taught modals of speculation

Other variation are different grammar points, teaching

vocabulary and teaching writing


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2)Using Simple Poems by Hawanum (2004)

Obj: Adj, adj after linking verbs, basic sentence structure

dictionary usage

Adjective Poems (Give students the pattern)

e.g.: L1: Noun

L2: Same noun + is or are + adj.

L3: Same noun + is or are + adj1, adj.2

L4: Is or are + adj1, adj2, adj3

L5:Adj1, adj2, adj3,adj4

L6: New related noun

Finished Poem

L1:Coffee (title)

L2: Coffee is bitter

L3: Coffee is bitter, marvellous

L4: Is bitter, marvellous, satisfying, splendid

L5: bitter, marvellous, satisfying, splendid

L6: Coffee Bean


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3) Using Games Yolageldili & Arikan (2011)

Findings:

Teachers believe that games are fun & havepedagogical value

Games provide opportunities to show their skills

not only in grammar but other language areas too An alternative to teach grammar but not use games

to break down boredom

Games should be given a special role in a foreign

language teaching programme


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Some examples of language games by ClaudiaPesce

1) Timelinepast perfect tense

2) Action! regular and irregular verbs

3) Celebrity Profiles verb tense

4) Celebrity Photos

comparative andsuperlatives

5) A or An? article

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