G7: Teaching Grammar Inductively is Fun€¦ · INDUCTIVE grammar learning? Deductive: Learners are given a general rule which is then applied to specific language examples and honed

G7: Teaching Grammar Inductively is Fun !

Saturday, April 1st, 2017

Edite Sammons, B.Ed., OCT AIM Chief Curriculum Consultant

[email protected]

What is the difference between DEDUCTIVE and INDUCTIVE grammar learning?

What is the difference between DEDUCTIVE and INDUCTIVE grammar learning?

Deductive: Learners are given a general rule which is then applied to

specific language examples and honed through practice exercises. Low level of critical thinking.

Inductive: Learners are involved in detecting or noticing patterns in the

language and working out a ‘rule’ for themselves before they practise the language.

Very high level of critical thinking.

SoWHYdomanyteachersSTILLuseadeduc6ve grammarapproach?

1.  It’s the way the teacher once learned.

2.  A grammar rule is easier and faster to implement.

3.  A grammar rule is simple to assess and measure.

4.  It’s secure because language (grammar rules) is presented in small, manageable chunks.

5.  It doesn’t require much preparation for the teacher.

“Adeduc(veapproach(rule-driven)startswiththepresenta(onofaruleandisfollowedbyexamplesinwhichtheruleisapplied.

Aninduc(veapproach(rule-discovery)startswithsomeexamples

fromwhicharuleisinferred.”

-Thornbury,1999

Clip#1Prof.JimCumminsatOISEspeakingaboutlearninggrammar

induc>vely….

Give examples to students

Students work together - either as whole class or partner/group to discover patterns

Brainstorm as whole class or partner/group to come up with a ‘rule’

Stage 1 for grammar

Beginning awareness as you gesture and student speaks.

e.g. Presenting 1 of 2 options on a grammar element Est-ce qu’on dit: Je dois va OU je dois aller aux toilettes ? Tu dois fais ça OU tu dois faire ça?

La classe doit écoute OU La classe doit écouter? Student is able to identify correct response but does not know why. They go by what ‘sounds’ right.

Stage 2 for grammar

Focused review on grammar patterns to raise awareness.

Class or group work to recognize patterns.

“Qu’est-ce qui est différent entre la première et la deuxième phrase?”

Brainstorm ideas with students.

1. Je marche vite. 2. Je veux marcher vite. 1. Je mange maintenant. 2. Je veux manger maintenant. 1. Je regarde la télévision. 2. Je veux regarder télévison.

viensputnsvienszirgs

vienssuns

diviputni triszirgi cetrisuni

Stage 3 for grammar

Students brainstorm a ‘rule’

vienszirgs

vienssuns

triszirgi

cetrisuni

What’stherule?

viensputns

diviputni

Stage 3 for grammar

Teach the rule of the pattern in an AIM rap!

Règleenrap#1

(Les mots avant un infinitif) Après à, comment, pour, ou de Doit, aime, veut, et aussi peut, Sait, vont, va ou je vais, C’est l’infinitif qu’on doit utiliser!

je tu Il/elle/on/qui personne/animal/chose

jepeuxjemarchejevoisjerépondsjefinisjeveuxjechantejesuisj’ai*

tuveuxtuparlestumangestucoursturépondstupeuxtudansestuas

ildécideils’arrêteEllevoitquimarcheelledescendila*onva*

Jean-MichelaJean-MichelfaitLeloupmangeJean-Michelvoitlecochoncourtlaclassefinitleloupdescend

Règleenrap#2

(Ladernièrelettredesverbes)Jeettu,c’este,x,ousIl,elle,on,c’este,t,oudLesverbessontcommeçaexceptéIlva,elleva,onvaetj’ai.

(et…ila,ellea,ona)

Les Règles (en rap) Why do they appear after fluency is developed?

Ø  Inductiveapproach.Ø  Presentingarulebeforeitcanbeappliedismeaninglesstostudents.Ø  Foryoungstudents,ruleswillneverhelpwithlanguagedevelopment.Ø  Theydonotyethavethecognitiveabilityforlanguageanalysis.Ø  Evenoncetheruleispresented,itoftencanonlybeappliedinwritten

language,whenstudentshavethetimetothink.Ø  Studentsmusthavelanguageskillsbeforetheymayberefined!

•  Je veux (va/aller) aux toilettes.

•  Tu _____ (fais/faire) ça avec moi.

•  Le petit cochon ______ (joue/jouer) de la guitare.

•  Mon père doit _____ (travaille/travailler) aujourd’hui. •  “ Madame, il essaie de me______ (frappe/frapper).

Studentswhoarebeabletogivethereasonfortheirchoice-the‘pourquoi’-demonstratesadeepunderstandingof‘TheRule’.

Thefollowingarethethreelevelsofunderstandinginlanguagefunc6oning:Levelone(knowledgeoferror)Thestudentisabletosimplyiden>fythatthereisanerror,butisnotnecessarilyabletocorrectit.Leveltwo(knowledgeofcorrectform)Thestudentisabletoiden>fythatthereisanerrorandmakethecorrec>onaccurately.Levelthree(knowledgeofformandrule)Thestudentisabletoiden>fythatthereisanerror,makethecorrec>onaccurately,anddescribetherulethatapplies.

Applied grammar & Error analysis

Je parle a Pierre

C’estunegarçongentille

Tuparlebien!Ils va au magasin

Error Identification & Analysis

• Je commences à fais mon devoirs. • Francine arrive à 5 heure_ pour joue_ au basket-ball. • Sylvie aimes danse_ avek Réjean. • Si elle veux, elle vas fais du parachutisme. • Je ne veud pas mange_ de la pizza. • Ils doit travaille_ ce week-end.

Corrige les erreurs

Elle ne peux pas fait son travail.

Elle ne peut pas faire son travail.

JeetTuc’est-e,-xou-sIl,Elle,Onc’est-e,-tou-d

Lesverbessontcommeça,excepté:Ilva,Elleva,OnvaetJ’ai…etila,ellea,ona..

Après: à, comment, pour, ou de

Dois/t, aime(s), veux/t, et aussi peux/t Sais/t, vont, va(s) ou je vais

C’est l’infinitif qu’on doit utiliser!

Show error analysis

activities in the cahier

HERE

…they motivate students to find mistakes. …they model how to edit their work. …they allow you to customize review of common errors. …they push students to articulate the error. …they allow you to provide instant feedback. …they are essential in your Formative Assessment.

Applied Grammar & Error Analysis succeed because…

AIMTechniques

•  EachPDL(high-frequency)wordisassociatedwithagesture-syntaxandgrammar

•  ThePared-DownLanguage(PDL)regularizes,simplifiesandacceleratesacquisition

•  Highemphasisonoral-studentsareconstantlyspeaking

•  Studentsspeakchorallyasteachergesturessothateachwordisdeeplyembeddedincontext

•  ‘Safe’opportunitiestospeakbuildconfidence

•  Wholeclassspeakstogether–gainoralcompetency

•  Multi-modal-multipleintelligencesandlearningstyles

•  Targetlanguagecommunicationatalltimes