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Topic : Introduction toGrammarTopic 2 : Approaches in theteaching of grammar
Group 4 :
Cheong Zi Hoong
Hong Yin Yin
Lee Li Wen
Harzuwani Wahab
Norafidah Jasman
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1. 1 Meanings and definition ofGrammar Grammar is a description of the rules that
govern how a languages sentences areformed. (Thornbury, 1999)
The whole system and structure of a language
or of languages in general, usually taken asconsisting of syntax and morphology and
sometimes also phonology and semantics.(http://oxforddictionaries.com)
Topic 1 : Introduction to Grammar
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1.2 Fluency and Accuracy Fluencyis the ability to read, speak, or write
easily, smoothly, and expressively. In other
words, the speaker can read, understand and
respond in a language clearly and conciselywhile relating meaning and context.
Accuracyis the ability to produce correctsentences using correct grammar and
vocabulary.
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Teaching Fluency
Advantage:
Able to use language to communicate
efficiently and to seek information, give
information, solve a problem etc.
Disadvantage:May not able to use language in speaking and
writing using accurate grammar
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Teaching Accuracy
Advantage:
produce students who can reproduce
accurately sentences learnt
Disadvantage:
May not be effective in communicating thelanguage in real life situations.
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Fluency Activities
The characteristics Use: real life
Language forcommunication
Language for skill Attempts at communication
are judged by performance
Attention is given tomeaning
Correction is generally aminor clarification offluency in use
Communicationis the
objective
Example
Information gap
Opinion gap
Role play communicative activities
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Accuracy activities
The characteristics Usage: explanation
Language forknowledge
Attempts at
communication are judged
by linguistic competence
Attention is given to
language Correction is often a
feature of accuracy focused
work
Languageis the objective
Example: Drills
grammar presentations
gap-fill exercises
frame dialogues.
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Age (Major Factor)
People of different ages have different needs,
competencesand cognitive skills (Harmer,
2005).
Harmer (2005) further explains that young
learners learn differently from older children,
adolescents and adults among others.
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They respond to meaning.
They often learn indirectly ratherthan directly
Their understanding comes fromexplanation.
They find abstract concepts such asgrammar rules difficult to grasp
They have a limited attention span;they can get easily bored, losinginterest after ten minutes.
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Explicit grammar teaching is more effective at
the intermediate to advanced levels than
beginning levels (Brown, 2007).
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1.4 The place of Grammar in theprimary ESL classroom Grammar according to Rutheford (1987) is a
necessary component of any language
teaching programmed (p.9), and thus plays
an important role in language teaching.
However, the focus on grammar in language
teaching was challenged with the emergence
of teaching methodologies based on differentlearning theories
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Teaching grammar effectively is a much more
complicated matter. There are a number of questions
that first need to be addressed for each class:
What are the objectives of this class?
- Is the class preparing for an examination? Is the
class improving their English for businesspurposes? Is the class preparing for summerholidays? etc.
- The answer to this question is important as it will
help you decide on how much grammar reallyneeds to be taught. If students are preparing for aCambridge Exam then grammar will play a largerole in your lesson plans.
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What type of learning background do thelearners have?
- Are the students at school? Have they not studiedfor a number of years? Are they familiar with
grammar terminology?- Adults who have not been attending school for a
number of years are likely to find grammarexplanations confusing while as students who are
currently studying will probably be much moreadept at understanding grammar charts,expressions, etc.
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What learning materials and resources areavailable?
- Do you have the latest student workbooks? No workbooksatall? Computerin the classroom?
- The more learning resourceswe have the easierit will be forus to employ different strategies when teaching our students
grammar.
- Obviously, the more varieties of learning opportunities thebetter chances are that each student will be able to learn the
grammar point well.
For example, a group of students who like using computers could
use the computer to study a certain grammar task while another
group who prefers spoken explanations might prefer to have you
explain the point with a number of examples.
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What kind of learning style does each student have?
- Is the learner comfortable with standard right brainlearning techniques (logical charts, study sheets, etc.)?Does the learner work better with listening andrepeating exercises?
- If you have a class of mixed learning styles then youneed to try to provide instruction using as manydifferent methods as possible.
- In other words, each class is going to have differentgrammar needs and goals and it is up to the teacher todetermine these goals and provide the means withwhich to meet them.
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Recommend class structure when
teaching grammar skills:
1. Begin with an exercise, game, listening, etc. thatintroduces the grammar concept.
2. Ask students questions that will help themidentify the grammar concept to be discussed.
3. Follow with another exercise that morespecifically focuses on the grammar concept,but takes an inductive approach. This could be areading exercise with questions and responses
in the structure that is being taught.
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4. Check responses, ask students to explain thegrammar concept that has been introduced.
5. At this point introduce teaching explanationsas a way of clearing up misunderstandings.
6. Provide an exercise which focuses on thecorrect construction of the grammar point.This could be an exercise such as a fill the
gap, cloze or tense conjugation activity.
7. Ask students to once again explain the
concept.
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Topic 2 : Approaches inthe teaching of
Grammar
2.1 Prescriptive & Descriptive
Grammar
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Prescriptive grammar
It prescribesrules governing what people
should/shouldnt say
It follows strict rules that can not be broken.
Prescriptive rules are not natural, must be taught/
learnedin school, often reflect value judgments
Example:
Do not use double negatives
Do not use a preposition to end a sentence with
Do not split infinitives
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Teaching Prescriptive Grammar
Advantages
It has certain rules of
language and
this certainty reduces
confusion and ambiguityamong students.
Disadvantages
Not be able to speak or
write like a native
speakeras they only uses
standard grammar booksand they do not know
how the native speakers
use the language
Get bored of learning
grammar rules because
prescriptive grammar
mostly deals with rules
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Descriptive grammar
It describesthe rules that govern what people
do or can say
There are no set rules. It describe how people
use language.
Descriptive rules are natural, known
intuitively, need not be taught
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Teaching Descriptive Grammar
Advantages
Learners learn real the
usage of the language
and understand how a
native speaker uses thelanguage by listening a
native speaker's speech
Improve pronunciation
Disadvantages
probably confusethelearners and makewriting and speakingharder for them(beginner) since the rulesare ambiguous, flexible,changeable.
difficult for teachers todecide which dialect,which usage of alanguage to teach.
2 2
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2.2 COVERT AND OVERT APPROACHES INTEACHING GRAMMARCovert grammar teaching Overt grammar teaching
The teacher gets the people involved in
using the structure without drawing
their attention to grammatical rules
The teacher explicitly explains the rules
when presenting the new language
The students attention is focused on theactivityand not the grammar rules but they
have ample opportunity to practice the
question form
2 options are available to the teacher:- Deductive approach
The teacher presents the
rule/pattern/generalization and then
goes to provide practice in the
application of these rules- Inductive approach/discovery method
Students are first given a number of
sample sentences containing the target
forms and then the teacher guides the
students into deriving the rule forthemselves
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Deductive Approach
Starts with the presentation of a rule and is
followed by examples in which the rule is
applied
Some possible activities
Use Rule-explanation to teach question formation
Teach used to using Translation
Teach articles using grammar worksheet
Teach word order using self-study grammar
(Thornbury, 1999)
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Disadvantages of Deductive
Approach
1. Learners may not be able to understand the
concepts involved.
2. Explanation is seldom as memorable as
other forms of presentation, such asdemonstration
3. Encourage the belief that learning a
language is simply a case of knowing therules
4. More towards transmission-style or teacher-
centred and lack of students participation(Thornbury, 1999)
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Advantages of Deductive
Approach
1. It can be more effective with students of
higher level.
2. It can be time-savingstraight to the point
3. A number of direct practice/ application
examples are immediately given.
4. A number of rule aspects can be more simply
and clearly explained than elicited from
examples.
(Thornbury, 1999)
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Inductive Approach
Starts with some examples from which a ruleis inferred
Some possible activities
teach imperatives through actions Teach present simple using realia
Teach should have done using a generativesituation
Teach difference between past simple and presentperfect through minimal sentence pairs
(Thornbury, 1999)
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Disadvantages of Inductive
Approach
1. Time and energy-consuming
2. Students may hypothesise the wrong rules
3. Place heavy demands on teachers in planinglessons
4. Frustrates students who have different
learning experience (they prefer to be toldthe rules)
(Thornbury, 1999)
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Advantages of Inductive Approaches
1. Learners are trained to be familiar with therule discovery
2. Enhance students learning autonomy and
self-reliance3. Learners are more active in the learning
process
4. Problem-solving activity is donecollaboratively, learners get an opportunityfor extra language practice
(Thornbury, 1999)
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2.3 Grammar in Isolation
VSGrammar in Context
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Teaching grammar separately in a lesson.
Grammar is taught as separate topic to make
sure the pupils recognize the rules and
regulations of grammar.
For example:
Past Tense Present TenseIrregular
Verbs
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We integrate grammar in everyday teaching.
Applicable while teaching other skills.
For example:
SpeakingListening
ReadingLanguage
Arts
Writing
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Teaching grammar in relations to the context
of the situation the utterances are usually
used.
When learners are given the opportunitiesto
explore grammar in context, it will make it
easyfor them to see how and why alternative
forms exist to express different
communicative meanings.
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We need to help learners see how the grammar is usedin real-life communication.
According to Weaver (1996), grammar need not be
taught, since it is acquired sub-consciously when thestudents learn the other language skills.
For example,
have auxilliary is always followed by a past participle(They have taken the chair) and a be auxilliary isalways followed by a present participle (They will betaking the chair)
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Differences between Grammar in
Isolation& Grammar in Context
Grammar in Isolation
Focus on form and meaning
only.
Language learning. Exercises involving
repetition, manipulation
and grammatical
transformation. Prescriptive and descriptive
approaches.
Grammar in Context
Focus on form, meaning and
usage.
Language acquisition. Requires a commitment to
teach.
Specific instruction would
be given to individualstudents.
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2.4 MEANING, USE, FORM MUF)FRAMEWORKMeaning
What doesit means?
UseWhen/why is it
used?
Form
How is itform?
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Meaning
The meaning of the vocabulary, functional
expression or grammar structure have in the
context.
The literal meaning of the word, phrase,
functional expression or grammar structure.
The meaning of the vocabulary used changed
within its context.
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Use
When or why is the vocabulary, functional
expression or grammar structure used?
Determined by the situation we are in or what
we want to communicate to our listener.
Interconnected with meaning.
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Form
Visible andaudible parts
of vocabulary
Functional
expressions
Grammar
units
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INTEGRATION WITH THE TEACHING OF LISTENING,
SPEAKING, READING AND WRITING SKILLS
A systematized mapping of the grammar
syllabus within a thematically conceived series
of units.
A unit-by-unit mapping of grammar.
The specific ways in which grammar supports
and is supported by each language skill.
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1. To teach of not to teach grammar
The issue on whether to teach or not to teach
grammar depends on various variables such as:
- Age
- proficiency level
- educational background
- language skills
- style (register)
- need and goals
2.5 Issues in grammar teaching
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2. Should grammar be presented
inductively or deductively
A deductive approach to instruction is a moreteacher-centered approach.
The teacher gives the students a new concept,
explains it, and then has the students practiceusing the concept.
For example, when teaching a new grammarconcept, the teacher will introduce the concept,
explain the rules related to its use, and finally thestudents will practice using the concept in avariety of different ways.
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According to Bob Adamson, The deductivemethod is often criticized because:
a) it teaches grammar in an isolated way.
b) little attention is paid to meaning,
c) practice is often mechanical.
This method can, however, be a viable option in certain
situations; for example, when dealing with highly
motivated students, teaching a particularly difficult
concept, or for preparing students to write exams.
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Inductive instruction makes use of student
noticing.
Instead of explaining a given concept and
following this explanation with examples, the
teacher presents students with many
examples showing how the concept is used.
The intent is for students to notice, by way
of the examples, how the concept works.
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Using the grammar situation from above, theteacher would present the students with avariety of examples for a given conceptwithout giving any preamble about how theconcept is used.
As students see how the concept is used, it ishoped that they will notice how the concept isto be used and determine the grammar rule.
As a conclusion to the activity, the teacher can ask the students to explain
the grammar rule as a final check that they understand the concept.
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3 Sh ld b h i
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3. Should grammar be taught in
context or in isolation
It is whether we focus on form and meaning only or wefocus on form, meaning and use.
Some teachers think grammar as a fixed set of wordforms and rules of usage. Hence, such teachers willfocus on grammar as a set of forms and rules.
They teach grammar by explaining the forms and rulesand then drill students on them.
The students can produce correct forms on exercisesand tests, but they consistently make errors when theytry to use the language in context.
Other language teachers, make the difference between
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Other language teachers, make the difference betweenlanguage learning and language acquisition.
They tend not to teach grammar at all. Believing that
children acquire their first language without overtgrammar instruction, they expect students to learn theirsecond language the same way.
They assume that students will absorb grammar rules asthey hear, read, and use the language in communicationactivities.
What we need is an appropriate balance between
exercises that help learners come to grips withgrammatical forms, and tasks for exploring the use ofthose forms.
4 Sh ld t h t
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4. Should teachers correct
grammatical errors
Main type of mistakes that need to be corrected:
Grammatical mistakes (mistakes of verb tenses,preposition use, etc.)
Vocabulary mistakes (incorrect collocations,idiomatic phrase usage, etc.)
Pronunciation mistakes (errors in basic
pronunciation, errors in word stressing insentences, errors in rhythm and pitch)
Written mistakes (grammar, spelling andvocabulary choice mistakes in written work)
Mi t k M d D i Di i d
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Mistakes Made During Discussions and
Activities
With oral mistakes made during class
discussions, there are basically two schools of
thought:
1) Correct often and thoroughly
2) Let students make mistakes.
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Sometimes, teachers refine the choice by
choosing to let beginners make many
mistakes while correcting advanced studentsoften.
A 'selective correction, teacher decides tocorrect only certain errors. Which errors willbe corrected is usually decided by theobjectives of the lesson, or the specific
exercise that is being done at that moment. if students are focusing on simple past irregular
forms, then only mistakes in those forms arecorrected (i.e., goed, thinked, etc.).
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Other mistakes, such as mistakes in a future
form, or mistakes of collocations (for example:
I made my homework) are ignored.
Choose to correct students afterthe fact.
Teachers take notes on common mistakes that
students make.
During the follow-up correction session the
teacher then presents common mistakes made sothat all can benefit from an analysis of which
mistakes were made and why.
W itt Mi t k
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Written Mistakes
3 basic approaches to correcting written work:
1) Correct each mistake
2) Give a general impression marking
3) Underline mistakes and / or give clues to the type ofmistakes made and then let students correct thework themselves.
In the opinion of many teachers, students who
are continually corrected become inhibited andcease to participate. This results in the exactopposite of what the teacher is trying to produce- the use of English to communicate.
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KBSR Syllabus
English Language lesson aims to equip pupils
with skills and provide a basic understanding
of the English Language so that they are able
to communicate, both orally and in writing inand out of school.
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KSSR Syllabus
Under KSSR Syllabus, primary education isdivided into two stages, Stage s One referringto Years 1, 2, 3 and Stage Two Year 4, 5, 6.
In Year 1 and 2, the English languagecurriculum emphasizes on the pupilsdevelopment of basic language skills inbuilding the proficiency in the language.
Grammar is only introduced from Year 3onwards.
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KSSR h
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KSSR states that:
By the end of Year 6, pupils should be able to:
use correct and appropriate rules of grammar in
speech and writing
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