Learning Grammar and Vocabulary through Dialogues.

The presentation of this topic is mainly based on the information included in the Teaching Programme approved by Ministry of National Education. Futhermore, the range of grammar and vocabulary which should be taught in a Middle School will be introduced. I will try to prove the effectiveness of introducing and teaching new elements of grammar and vocabulary through dialogues.

1. Range of grammar and vocabulary to be taught in a Middle School.

This part of my project is based on data from the Teaching Programme for a Middle School approved by Ministry of National Education; Its evidence number is: DKW-4014-123/99. The section which describes the teaching material is devided into two parts.

The first part consists of various sets of elements which can be used to arrange the teaching programme on a Middle School level. How the above mentioned sets can be taken full advantage of in practice is exemplified by the second set.

The second, however, points at an exemplary variant how those sets can be used in context. This division was made to simplify the usage of teaching outline and make it more flexible. Elements of various spheres of teaching programme can be combined in many ways, depending on the students level and number of English lessons they have at school. The exemplary variant of the programme indicates one of the possible sollutions. While arranging the teaching material it is essential to remember about the need of constant

revisions and learning thoroughly, which will enable students to acquire and exercise the new language background.

While choosing topics of texts which introduce new language material and which exercise language abilities, it is significant to work out the general educational teaching objectives which are established for an appropriate level.

The content which is presented in this part can be found in many coursebooks used for teaching in a Middle School and it is recommended by different publishers.

The range of grammar, which is to be taught in a Middle School: (according to the Teaching Programme order):

verbs ( infinitive and past forms ), pronouns ( personal, possessive, demonstrative, who pronoun ), tenses ( Simple Present, Present Continuous, Simple Past, Present Perfect, Future Simple, Past Continuous ),

modal verbs ( can , must , need , neednt ), adverbs ( for example: fast, slowly, quietly, easily ) and adverbs of frequency, expressions ( be going to , lets / shall ), constructions ( there is , there are , like + gerund), articles ( some , any , one , a , an , the ), imperative, saxon genitive, countable / uncountable nouns, 2

attributive sentences, question tags, first conditional, reported speech, passive voice.

The range of vocabulary and its usage in context to be taught in a Middle School: (according to the Teaching Programme order):

introducing yourself ( personal data ), descriptions ( of people, everyday activities, things without giving their names, the health problems, holidays, past and future events, famous people, processes, ones environment),

giving orders, explanations to sings and words in English, definitions, proposals, asking about direction, way, information details, experience, feelings, help, expressing the quality, quantity, weight, intentions, ones suggestions, ones opinions and preferances, ones needs, obligation, necessity, prohibition, conditions, anticipation,

making requests, story telling, warning, distinguishing between facts and opinions

2. Learning grammar.

It may seem that it is a difficult task to teach grammar especially to young learners, whose attention is not yet focused on acquiring theory. An essential problem occurs when a teacher must present grammatical structures in a way that they are understandable. It is prooved that young childrens perception is more material, rather than abstract, and that is why effective grammar teaching is not as easy as it may seem to be.

Dialogues, however, give young learners a chance to understand grammatical structures which should be introduced at this specific level. There are a few reasons for introducing grammar demonstration dialogues. Firstly, they introduce an inductive recognition of the grammar rule. Secondly, using these types of dialogues help to explain grammar clearly. Learners are able to understand where and when a specific grammar structure should be used. Finally, it gives an intensive practice of structural and functional English. (Power Using Dialogues for Presenting and Facilitating Conversation)

As far as types of dialogues are concerned, it may seem that presentation dialogues are the best ones to introduce grammar structures. Making short conversations is a good way of inducting and understanding a specific part of grammar. It is essential that in one dialogue there should be only one new element of grammar introduced. Moreover, the teacher should be the one to explain the topic and to show students how to start working.

Taking into consideration for example the introduction of verb to be, the teacher can prepare the flashcards with some people and their names on it. While showing a picture, a teacher says: He is James. Then, the children repeat the sentence, pointing at James. Next, a teacher asks one student: Who is he?, and a student already knows how to answer this question. Learners should exercise making dialogues using flashcards that a teacher gives them. Consequently, thanks to the presentation dialogues, students become acquainted with the most basic verb in English.

Using presentation dialogues in order to teach some grammar structures is beneficial for many reasons. First of all, it provides a context, students are more likely to understand a given structure. Secondly, students are practising a direct use of a language. And finally, using this type of dialogue in teaching grammar is favourable because it provides a strong connection between a language and a situation. Students, while showing their own emotions and feelings in a dialogue, are able to understand, exercise and memorize a target piece of grammar.

3. Learning vocabulary.

Another important language element which can be taught through dialogues is vocabulary. It has been proved that young learners memory should be exercised in many ways. One of these ways is not simply translating the unknown vocabulary, but showing its usage in context. The aim of this type of teaching is to give children a chance not only to understand the meaning of an unknown word but also to exercise their memory. Children remember a word better when it is shown in a natural context of conversation.

There are two main objectives explaining why using dialogues that introduce new vocabulary is beneficial for young learners. First, such dialogues provide students with a collection of useful expressions, for example greetings, polite questions or suggestions. In a real context students are able to understand in what situations such expressions can be used. What is more, learners hear a taped dialogue, they have an opportunity to become aware of its proper rhythm and intonation. Second, using dialogues that introduce a new element of vocabulary force students to produce their own utterances on a new situation, it teaches them how to show their own reactions, feelings and emotions. It is not beneficial when students learn all statements of a given dialogue by heart. (Power Using Dialogues for Presenting and Facilitating Conversation)

Why using dialogues in order to explain new vocabulary is profitable? The context of such dialogues is natural and appropriate enough for students to understand a target expression. The language used in these dialogues is simple and that is why students are able to imagine and understand the meaning of an unknown word or expression. The language used in such dialogues is called as a conversational English. (Power Using Dialogues for Presenting and Facilitating Conversation)

While introducing new elements of the English language, such as unknown words, phrasal verbs, idioms or grammatical expressions, it is crucial to be aware of the fact that presentation dialogues give the best background for such interactions. As it was said before, this type of dialogues is used in order to introduce only one new element of the language, so it can be for example new element of vocabulary inducted.

Using dialogues in teaching vocabulary is also a very motivating way to oblige students to learn. For example it is beneficial for students to write their own short dialogues. Students, in pairs, first make a list of ten favourite words. Next, they compose a dialogue using these words. The more humourous the dialogues are, the more effective learning is. Here is a step by step approach to use student-written dialogues in order to learn new vocabulary:

1. The teacher should model the exercise; he or she writes a dialogue with the students. In lower ability classes, the teacher may write the dialogue on his own, in more advanced classes, volunteers do that. 2. Next, one pair of students exchanges their dialogues with another one. 3. A pair who reads someone elses dialogue reads it aloud and makes some changes (for example to correct grammar or improve the dialogue) 4. Next pair reads their own dialogue. 5. Futhermore, two pairs discuss the dialogues, process of making them and the feedback. 6. The teacher does not grade, review or correct the students.

This exercise is done to give the students a chance to read, write, practise the dialogues without much anxiety. Examples of such exercises can be introduced more often in order to become a habit. It prepares students to talk and interact in their own, natural way.

Opracowaa: Magorzata Madeja

Bibliography:
Copija, Ewa. Wykorzystanie Dialogu na Lekcjach Jzyka Angielskiego. Cz II. Jzyki Obce w Szkole. Warszawa: Wydawnictwa Szkolne i Pedagogiczne, 1992. Cross, David. A Practical Handbook of Language Teaching. London: Prentice Hall International, 1992. Power, Ted. Using Dialogues for Presenting Grammar and Facilitating Conversation. Great Britain: 2 December 2003 <http://www.btinternet.com/~ted.power/esl0212.html> Walker, Alice Dana Delaney. Vocabulary Teaching Using Student-Written Dialogues. Taiwan: December 1995;2 December 2003 <http://iteslj.org/Techniques/Walker-

StudentDialogs.html> Watcyn-Jones, Peter. Dialogues. London: Penguin Books Ltd., 1980.