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Principles of Teaching Grammar

The document discusses principles for teaching grammar, including integrating both inductive and deductive methods, using tasks that demonstrate the relationship between grammatical form and communicative function, and focusing on developing procedural knowledge rather than just declarative knowledge. It also provides examples of classroom techniques like input enhancement, consciousness-raising, and grammar dictation. Resources like songs, stories, movies and games are suggested for incorporating different skills when teaching various grammar points.

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829 views14 pages

Principles of Teaching Grammar

The document discusses principles for teaching grammar, including integrating both inductive and deductive methods, using tasks that demonstrate the relationship between grammatical form and communicative function, and focusing on developing procedural knowledge rather than just declarative knowledge. It also provides examples of classroom techniques like input enhancement, consciousness-raising, and grammar dictation. Resources like songs, stories, movies and games are suggested for incorporating different skills when teaching various grammar points.

Uploaded by

Xuân Vũ
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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What is grammar?

The structure and system of languge, or a language, or of language in general,


usually considered to consist of syntax and morphology. Background to the
teaching of grammar
Ex
 simple present
 modal verbs
 prefixes, suffixes
 articles
 phrasal verbs
 and many more
Principles of Teaching Grammar

 Objectives
 1.Understand the effective Principles of Teaching
Grammar
 2.Know and handle some tasks and techniques
reflecting the principles
 3. Design classroom tasks for teaching grammar
Principle 1: Integrate both inductive and
deductive methods
 • Deductive:
 1. rule driven
 2. From General to Specific
 3. starts with the presentation of a rule and is followed by examples in which
the rule is applied: from principles to examples
 4. involves the learners being given a general rule, which is then applied to
specific language examples and honed through practice exercises.
 Example:
Principle 1 (cont.)

 • Inductive:
 1. allows students to discover grammar rules
 2. From Specific to General
 3. starts with some examples from which a rule is inferred
 4. learners detecting, or noticing, patterns and working out a 'rule' for
themselves before they practise the language.
 For example, present tense, past tense, etc. When you read a passage about
something, begin by asking students questions that lead to the answer
Inductive or deductive?

 • Depends:
 * The quality of the grammar point: simple-complex
 * Learners: styles and preferences
 * Combined?
 Inductions need greater mental éfforts: better in the long run
 Deductions need less time to understand a point
 Greater intakes--- induction
Principle 2: Use tasks that make clear the relationship
between grammatical form and communicative
function

 . Should we teach grammar as


 An abstract system?
 Using isolated sentences or examples?
 Decontextualized?
 It will lead to ineffective teaching-learning, no insights into communicative
context: Many know the rule but can not use them correctly in situations.
 Should we avoid teaching grammar, NO
 Present the form and how that form is used in communication- only why but
also how, when in which contexts.
Principle 3: Focus on the development of
procedural rather than declarative knowledge.

 • Declarative knowledge: Knowing the rules •


 Procedural knowledge: ability of using the rules in communication
 1. Students know the explanation of rules : declarative
 2. They violate the rule when they use: procedural
 3. Native speakers of a language have procedural knowledge
 4. Speakers develop declarative (e.g. plural-s)
 5. They need both: experiential learning by doing can ensure
Classroom techniques and tasks

 1. Input enhancement:
 The chunks or amount of language available to students or the students are
exposed
 Make students notice the grammar item that the teacher wants to introduce.
 teachers draw students' attention to items that are meant to be noticed by "
flagging" them in some way such as through highlighting, underlining, or
coloring.
 Such awareness-raising techniques are at the accuracy end o f Ur's accuracy-
fluency continuum.
 Provide ample examples of a grammar item (e.g. relative pronoun in a text)
in the language the students experience or use
Classroom techniques and tasks

 2. Consciousness-raising:
 notice a particular grammatical feature or principle
 learners are not required to use or practice the target item.
 They are made to experience use of an item (e.g. future tense with
shall/will)
 3. Grammar dictation (Dictogloss-wajnryb)
 Collaborate in groups, use language and reflect on the grammar and its
function
 Reflect on their own output
 Teacher provides dictation and the students reconstruct the original text
Incorporate all skills
 When you pick an activity, think about how you can incorporate all skills -
listening, speaking, reading and writing
 Here is an example of how you can use this approach with songs:
Listening/reading/writing
 pick a song that is appropriate for your students
 identify the target grammar you want them to learn
 remove words/phrases that are examples of that grammar pattern

 have the students fill it in while listening


 Speaking/writing
 have a discussion about the song
 students can work in groups and respond to the song or rewrite it
(for higher levels)
Other activities

 Watch movie clips


 create dialogues with target grammar
 discuss the grammar pattern and have the students find it either in the script of
the scene or in any other classwork they are working on
 create a comic strip with speech bubbles that contain target grammar structure
 Short stories
 preview vocab, read together, then deconstruct the grammar
 discussions using the target grammar
 creating new products - for example, alternative endings to stories using the
target grammar
Resources

Songs
 All of Me by Jon Legend - Phrasal verbs
 Don't Give Up by Bruno Mars - simple present
 Another Day in Paradise by Phil Collins (present simple tense)

Short stories
 Gift of the Magi
 Lamb to the Slaughter
Resources cont'd

Cartoon makers
 Storyboard That Makebeliefscomics. com
Movies
 Willy Wonka and the Chocolate Factory
 Holes
 Pay it Forward
Game: Comperative board game

 1. List adjectives on board


 2. Make columns for "-er" and "more"
 3. Devide students into 2 teams
 4. Students write each adjective under correct column
 5. Correct answers when game is finished

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