Teaching Grammar Teaching the Language System “How to Teach Grammar” A presentation by Merle Oesterschulze & Ann-Kristin Tibo This presentation is (mainly) based on Tricia Hedge’s Teaching and Learning in the Language Classroom, (2000) Chapter 5 pp.158-178 Further material was taken out of Scott Thornbury‘s How Teach Grammar, (1999) Rosie Tanner‘s and Cathrine Green‘s Tasks for Teacher Education. A Reflective Approach, (1998) (Chap.3)
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Teaching Grammar Teaching the Language System How to Teach Grammar A presentation by Merle Oesterschulze & Ann-Kristin Tibo This presentation is (mainly)
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Teaching Grammar
Teaching the Language System
“How to Teach Grammar”
A presentation by Merle Oesterschulze & Ann-Kristin Tibo
This presentation is (mainly) based on
Tricia Hedge’s Teaching and Learning in the Language Classroom, (2000) Chapter 5 pp.158-178
Further material was taken out of
Scott Thornbury‘s How Teach Grammar, (1999)Rosie Tanner‘s and Cathrine Green‘s Tasks for Teacher Education. A Reflective Approach, (1998) (Chap.3)
Teaching Grammar
Overview
Content of our Presentation
1. Introduction1.1 Why teach grammar?1.2 Grammar acquisition – a short revision1.3 Basic principles for grammar teaching
2. Guiding principles in the teaching of grammar2.1 Presenting grammar2.2 Practising grammar
Guiding principles in the teaching of grammarPresenting grammarPractising grammar
How can we suit approach to learner needs?
Introduction- Basic principles -
Grammar presentation and practice activities should be evaluated according to:
1. How efficient they are
1.1 How time-efficient is it? (its economy) presenting grammar: the shorter the better
1.2 How easy is it set up? (its ease) the easier an activity is to set up, the better it is
1.3 Is it consistent with good learning principles? (its efficacy) try to exclude any distracting or irrelevant details understandable and easy to remember
2. How appropriate they are
2.1 learners’ needs and interests
2.2 learners’ attitudes and expectations
factors: age; level; group size; constitution of the group …
Guiding principles in the teaching of grammarPresenting grammarPractising grammar
How can we suit approach to learner needs?
Guiding Principles- Presenting Grammar -
- metalanguage may be useful for advanced learners and analytical learners- Sometimes, it is most effective to guide students into seeing the patterns (above all for beginners)
Explicit = deductive approach grammatical explanation and application activityImplicit = inductive approach “discovery learning“ e.g. consciousness-raising
tasks
Compare Material 5A and 5B
Pattern: it + linking verb + adjective + infinitive with “to”
e.g.: “It’s difficult to make up your mind.” “It’s easy to say that.”
Guiding principles in the teaching of grammarPresenting grammarPractising grammar
How can we suit approach to learner needs?
Guiding Principles- Practising Grammar -
The PPP model
Pros Cons
has a logic appeal both to teachers and students and reflects the way other skills are learned, e.g. football
Learners will perform the activity with the new learned structure correctly in that lesson, but will then cease to use it, or produce it inaccurately (see also: Ellis; p.166)
allows the teacher to control the content and pace of the lesson and
provides a convenient template
Language is learned in bits and steps
BUT: Language acquisition is more complex and less linear than the PPP model assumes
Controlled practice stage provides conscious focus on form
assumes that accuracy precedes fluency
BUT: learners might be able to speak fluently while still making mistakes
Guiding principles in the teaching of grammarPresenting grammarPractising grammar
How can we suit approach to learner needs?
How can we suit approach to learner needs?
• Celce-Murcia: “the more factors the teacher identifies on the left side of the grid, the less important it is to focus on form; the more factors the teacher identifies on the right, the more important the grammatical focus“ (Celce-Murcia 1993: 294)
Teaching Grammar
Bibliography
Green, Catherine & Tanner, Rosie (1998). Tasks for Teacher Education. A Reflective Approach. Longman
Hedge, Tricia (2000). Teaching and Learning in the Language Classroom. Oxford University Press
Thornbury, Scott (1999). How Teach Grammar. Longman