Approaches in the Teaching of Grammar

8/11/2019 Approaches in the Teaching of Grammar

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pproaches and Issues In theTeaching of Grammar

Group 2:Chua Swee Woon

Lian Li FangManmit Kaur

FatehaNurul Nadia


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MEANING:

There are two aspects of meaning .

First, what is literal or essential meaning ofthe word, phrase, functional expression orgrammar structure?

Second, what does it mean in the contextits being used in?


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For example: Shes wearing a red skirt . The literal or

essential meaning of the word has to do withnaming a particular colour.

Shes red from sitting in the sun. Her skin hasturned a particular shade of pink indicatingsunburn.

He was a well-known red. Red indicates thepersons political beliefs and affiliation.


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FORM: Form refers to the visible and audible parts of

vocabulary, functional expressions and

grammar units:the spelling, phonemes, syllable stress,

words in a phrase, prefixes or suffixes, syntax(word order), choice of noun or verb, etc for aparticular place in a sentence, and/orpunctuation.


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For example: the present perfect is formed with have been plus the past participle of the

main verb; tired of is followed by Ving/gerundnot an to V/infinitive , in my opinion and not onmy opinion; the word is spelled c-o-n-t-e-n-tand the second syllable is stressed .


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USE: When or why is the vocabulary, functional

expression or grammar structure used? The words, functional expressions, grammar

structures we choose to use are determinedby the situation we are in and/or what wewant to communicate to our listener(s).

Use is interconnected with meaning.


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For example:

Please note: Mail will not be delivered onThursdays until further notice. The passive voice is used appropriately here

because it is more formal and objective; because listeners know generally that postmen

deliver the mail and that this decision was madeby a nameless government or postal official;

and because the what is crucial to communicateis the fact that there will be no postal delivery onthe specified day for the foreseeable future.


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For example:

Good morning! is a greeting we use withfriends, family, our boss, etc. when we seethem before noon.

If we say Good morning! to a family as s/hegets up in the afternoon (because they wereout late the night before), we are being ironicand perhaps indicating disapproval. Wewould probably not say this to our boss whens/he came in late.


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Integration with the teaching ofListening, Speaking, Reading andWriting skills.


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Grammar is the basis of all written and verbal

communication. We cannot listen, speak, read or write without

grammar.

It is always present in any form ofcommunication. This is how grammar is acquired in the L1

situation without being taught. This is because they are totally immersed in

the L1 environment.


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However, the situation is different in the ESL andEFL context. In the ESL and EFL context, learningof grammar does not occur by pure chance.

In the Malaysian ESL context, the KBSR states that;The principle of integration requires that the four

language skills, grammar items/sentence patterns,the sound system and vocabulary be integratedand taught as a whole, wherever possible


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There are at least three ways in which grammarcan be integrated with the other language skills

like, listening, speaking, reading and writing;

i. by a systematized mapping ofthe grammar syllabus within athematically conceived series of

units. How this is done isexplained in detail below.


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ii. by a unit-by-unit mapping of grammar. In thissystem, mapping of grammar that comes after thetexts and situations for the four language skillshave been determined. The grammar element isthen built in to support the skills-based activities.

The activities in turn, provide the grammar lessonwith models from which to derive grammar rules.This way of working out the grammar makesgrammar-learning appear more interesting to the

students as the need for grammar arises out ofthe immediate context.


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iii. through the specific ways inwhich grammar supports and is

supported by each language skill.

(Source: Chitravelu et al., 2005)

Approaches in the Teaching of Grammar

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