TSL

3108

WEEK 1
TOPIC 1: INTRODUCTION TO
GRAMMAR

TESL 2 / GROUP 6
Pavitthra a/p Arulchelvan
Mohitraa Shakti a/p Sundrarajan
Khairunajwa Binti Kasnan
Beatrice Justina Teo
Constance Chee

DEFINITON OF
GRAMMAR
Grammar
may be defined as

the
rules of a language, governing the
way in which words are put
together to convey meaning in
different
contexts.
(Nesamalar
Chitravelu;
Sararatha
Sithamparam & The Soo Choon,
2005)

Grammar is generally a thought to be

set of rules specifying the correct
ordering of words at the sentence
level (Nunan, 2003)
Grammar is a description of the
rules
that
govern
how
a
languages sentences are formed
(Thornbury, 2008)

FLUENCY VS
ACCURACY

Accuracy
Accuracy is the ability to produce correct
sentences using correct grammar and vocabulary.
Fluency
Fluency is 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 concisely
while relating meaning and context.
Source;
http://www.teachingenglish.org.uk/blogs/english12345/fluencyor-accuracy-speaking

Comparisons of Accuracy-oriented
activities & Fluency-oriented activities
Accuracy acitivities

Fluency activities

Purposes

to help students
achieve accurate
perception and
production of a target
item which can be a
sound, a word, or a
sentence structure.

to help students
practice language in
listening, speaking,
reading, and/or
writing activities to so
develop fluency in
using the language in
spontaneous
communication.

Material

the texts are usually

composed of separate
items: the target
items are usually
practiced out of
context or situation;

the texts are usually

whole pieces of
discourses:
conversation, stories,
etc.; texts are usually
authentic and used as
they would be in real

Activities

students' attention
is focused on a
particular target
item; their output is
usually predictable;
their performance
is assessed on how
few language
mistakes are made;
students' errors are
corrected; tasks do
not usually
simulate real-life
situations.

students' attention
is focused on
communicating
information and
expressing ideas;
their output may
not always be
predictable; their
performance is
assessed on how
well ideas are
expressed or
understood;
students' errors are
not corrected
unless it interferes
with
Source;
communication;
http://www.auburn.edu/~nunnath/engl6240/accuracy.htm
tasks often

SAMPLE OF ACTIVITIES
Accuracy : grammar presentations,
gap-fill exercises, frame dialogues.
Fluency : role plays, speeches,
communicative activities, games.

GRAMMAR OF
YOUNG LEARNERS

Young Learners..
Different kinds of grammatical
knowledge at different learning
stages.
Only understand rules to use
them.
Do not need to have conscious
grammar knowledge.

Kinds of grammar
knowledge
required for young
learners

1) Knowledge of Word Order

Basic sentence patterns.
Position of word classes. (adjectives,
adverbs, prepositions & words like only,
please and just.
Declarative Abu is playing
Interrogative Is Abu playing?
Imperative Abu, play.
Exclamatory Abu is playing!
Positive & Negative versions Abu is not
playing. Isnt Abu playing? Abu, dont play!

2) Knowledge of
Grammatical Facts & Rules
Accepted and learnt as a whole
collocation.
Articles ( a, an, the )
Inflection of verbs ( eat, eats, has
eaten, ate )
Pluralization of nouns ( box-boxes,
boy-boys )
Word derivation ( adjective- happy;
adverb-happily; noun-happiness )

3) Knowledge of Form &

Function
Functions of language to
communicate to persuade, to
express agreement, thanks,
appreciation & to ask for and give
information.
Forms Words, phrases and
sentences that are used to express
those functions of language.

Knowledge of Form &

Function
Language function

Language form

To introduce

1) Jenny, meet my friend, Lim.

2) Jenny, this is Lim.
3) I would like you to meet my
sister, Amy.

To ask for
directions

1) How do I get to the police

station?
2) Can you show me the way
to the police station?
3) Do you mind telling me how
to get to the police station?

Knowledge of Form &

Function
Form
It is warm in here.

Function
1)Expressing pleasure at
being out of cold.
2)Indicating that
someone should do
something. Example :
switch on the fan or
open the windows.
3)Just making a remark
about the place as a
means of starting up a
conversation.

4) Knowledge of How to Link Ideas

in Different Sentences (Sentence
combining)
Linking ideas to make coherent and
cohesive text.
Compound sentence He is handsome but
his brother is not.
Complex sentence The match went on
although it was raining.
Conjunctions and, or, but
Logical connectors so, unless, therefore
Pronouns I, they, him, my, its

5) Knowledge of the Grammar of

Spoken & Written Sentences
Abbreviations in spoken language,
but not allowed in formal writing
(Im,thatll,shes)
Forms within the same medium that
are appropriate to some contexts and
not in others. - Hi! ( when greeting a
friend )
- How do you do? ( when
greeting a
stranger)

6) Knowledge of the meaning of

different grammatical options
Sentences formed to express the same
content contain different forms which have
different meanings.
Example of same basic idea : someone
(Mary) bought someone else (Peter) a
something (a pen) 1) Mary bought a pen for Peter.
2) It was Mary who bought Peter a pen.
3) A pen is what Mary bought for Peter.
4) It was Peter for whom Mary bought the
pen.

The Place of
Grammar in the
Primary ESL
Classroom

KBSR

SUKATAN PELAJARAN KURIKULUM

BERSEPADU
SEKOLAH RENDAH BAHASA INGGERIS,
2001
Grammar also forms
part of the language
contents of the syllabus. These grammar items
need to be taught in context and in a meaningful
way so that they can be used both in speech and
in writing. The grammar items can be reinforced
and consolidated if learners are encounter the
items often enough through the various tasks
set. The grammar items should not be taught in
isolation but rather in the context of a topic.
SOURCE : (http://www.moe.gov.my/bpk/sp_hsp/bi/kb
sr/sp_bi_kbsr.pdf
)

KSSR

DOKUMEN STANDARD
KURIKULUM SEKOLAH RENDAH BAHASA
INGGERIS TAHUN 1 & 2
Grammar Modular - The inclusion of the module on Grammar emphasizes the
importance of having pupils develop a sound grasp of
the language structures and grammar of Standard British
English.
KSSR Syllabus - Grammar is no longer part of the modules in KSSR syllabus
for Year 1 and 2. The reason for this is because English is
regarded as the second language of most pupils in schools.
Therefore, the teaching of grammar can be delayed to the
later stage, which is from Year 3 to Year 6.

SOURCE

http://www.moe.gov.my/bpk/kssr_docs/03%20Bahasa%20Inggeris/01%20DSK%20
English%20Y1-%20SK.pdf

Why grammar is introduced from

Year 3 onwards ?
English is the second language for pupils in
schools. It is believed prudent and pedagogically
sound to defer the learning of grammar to a later
stage. Pupils should be given the opportunity to
develop an awareness of grammar in their first
language and this awareness may then be
exploited when English grammar is introduced in
Year 3. This approach will reduce the load and
stress of learning in the early years where the
emphasis is on learning through fun and play.
Source : (http://pbey4101.wordpress.com/2012/04/10/discussion-4-8/)

The Place of
Grammar
in the
Primary ESL
Classroom
COMMUNICATIVE APPROACH

Use language to communicate

efficiently.
Develop both fluency and accuracy.
Include activities that combines both
the accuracy first model and
communication first model.
Accuracy first model mastery of
grammatical patterns, forms and
functions.
Communication first model fluency
in communication.

WEEK 2
TOPIC 2 :
APPROACHES IN
TEACHING GRAMMAR
GROUP 6
PAV I T T H R A A / P A R U L C H E LVA N
K H A I R U N A J WA B T K A S N A N
C O N S TA N C E C H E E
B E AT R I C E J U S T I N A T E O
MOHITRAA SHAKTI A/P SUNDRARAJAN

DESCRIPTIVE VS
PRESCRIPTIVE GRAMMAR

TYPES OF
ENGLISH
GRAMMAR
PRESCRIPTIVE
GRAMMAR

DESCRIPTIVE
GRAMMAR

Prescriptive grammar
is what speakers
should or shouldn't
say.

Descriptive grammar
is what speakers say,
and when, why and
how they say it.

Example:
The subject of a sentence
must agree with the verb
(subject-verb agreement)
The instructions are clear
not the instructions is
clear.

Example:
Some English speakers use
double negatives for
negation
I dont have nothing.

Describes
spoken language
used by native
speakers.
Linguists build a
set of rule to
model the same
behavior.

D
e
sc
ri
pt
iv
e
gr
a
m
m
ar

Prescribes a
strict set of
rules for
language.
Ex: when to use
their/theyre/ther
e and how to
name parts of
speech.

Pr
e
sc
ri
pt
iv
e
gr
a
m
m
ar

COVERT AND OVERT

APPROACHES

COVERT VS OVERT
COVERT GRAMMAR TEACHING

OVERT GRAMMAR TEACHING

The teacher gets the pupils

involved in using the structure
without drawing their attention to
grammatical rules (grammatical
facts hidden from the pupils)

The teacher explicitly explains the

rules when presenting the new
language (grammar rules
provided and explained)

Pupils attention is focused on the

activity and not grammar rules but
they have ample opportunity to
practice the question form
(learn grammar rules through
the activity)

APPROACHES:
i. Deductive approach (ruledriven learning)
ii. Inductive approach (discovery
learning)

Activities: information gap activity

Activities: get pupils to work with
or reading a text where new
the language (rational cloze,
grammar is practiced or introduced. objective questions, etc)

EXAMPLE OF DEDUCTIVE APPROACH

SUBJECT AND OBJECT PRONOUNS
The subject is the person or thing doing the action:
I left early
Examples of
She went home
rule
We said goodbye
The object is the person or thing receiving the action:
She telephoned me
Examples of
I hit him
rule
We saw her

ADVANTAGES

DISADVANTAGES

It gets straight to the point and can

therefore be time saving. Allow
more time on practices and
application.

Starting the lesson with a grammar

presentation may be off putting for
some students. (do not have
sufficient metalanguage- language
used to talk about grammar
terminology)

Acknowledges the role of cognitive

processes in language acquisition.

Students do not have much

opportunity to get involve (teachercentered)

Confirms students expectations

about classroom learning
particularly for students with
analytical learning style.

Explanation is seldom memorable.

Allows teacher to deal with

language points as they come up,
rather than having to prepare for
them in advance.

Encourages belief that learning a

language is simply a case of
knowing the rules.

Students are
given a sample
and the teacher
guides them in
discovering the
grammar rules
used in the
sample.

ADVANTAGES

DISADVANTAGES

Make the rules more meaningful,

memorable and serviceable.

May mislead students that the rule

is the objective instead of the
meaning.

Mental effort involved ensures a

greater degree of cognitive depth
(greater memorability)

Time consuming

Students are actively involved.

Students may hypothesise wrong

rule

An approach which favours pattern

recognition and problem solving
abilities.

Place heavy demands on teachers

in planning a lesson.

Extra language practice (if problem

solving is done collaboratively)

Frustrates students who prefer

simply to be told the rules.

Self reliance.

GRAMMAR IN
ISOLATION VS.
GRAMMAR IN CONTEXT

M-U-F
FRAMEWORK

MEANING
For the first step, teachers introduce a new
language to children in MEANINGFUL CONTEXT
to help the children understand the meaning of
the language that they are learning.
Meaning can be created through situations that
are related to childrens life.

WAYS TO CREATE MEANING

Set situations or dialogues that are fun for
children using dolls or other media. (puppet
show).
Using stories.
Playing dramas.
Using Total Physical Response (TPR)
Using pictures.
Using childrens experiences as learning
materials.

USE
After children are exposed to English language
through the situations manipulated by teachers,
they also need opportunities to use English to
communicate with others. They may use the
language to play or to act in plays.

SAMPLE OF ACTIVITIES

Games
Information gap
Quiz
Plays
Giving and following instructions to do or making
something.
Creating funny rhythms or songs.

FORM
Children are subconsciously notice form of
language (grammar) and tend to use language
naturally in accordance with their need.
Thus, teachers have the responsibility to attract
childrens attention to language forms
during English lesson, which means that the
teachers are making the children aware of
accurate language use both orally and written.

 Children need certain conditions to make them

understand meanings of English vocabularies and
to use the language in natural context.
This means that the teachers have to introduce
the language form with meaningful context,
which to make the children feel motivated to use
English as well.

SOME STRATEGIES
Gameschildren raise their right hands if teacher says
singular animals, and their left hands if teacher says
plural animals.
Writingcompleting sentences, arranging words into
good sentences, or completing dialogues.
Activities that increase students awareness on grammar
teacher asks What is similar about these sentences?
He is talking
She is listening
They are eating at the restaurant

INTEGRATION WITH TEACHING OF

LISTENING, SPEAKING, READING AND
WRITING SKILLS.

READING
Teacher assigns a reading text,
The students read the assigned text that
their teacher has chosen,
The students answer the comprehension
or true/false questions which are already
given below the text,
The teacher checks if the students have
answered the questions correctly,

LISTENING
Review new vocabulary.
Read the story one time and ask students to raise
their hands when they hear nouns.
Read the story 2 or 3 times.
Students answer Listening Comprehension
Questions.
Review answers to Listening Comprehension
Questions.
Read story one more time. Students listen and
write down all of the proper nouns they hear.
Review answers

VOCABULARY

scared scare
quietly
excited
introduced introduce
dream
discuss
entered - enter
asked ask

SPEAKING
Activity: Describe a Picture
Bring pictures of different people or animals to
the classroom.
Students describe the picture using possessive
nouns. For example, they might say: The mans
blue shirt. The womens green dress.

WRITING
Activities: Grammar in Action

ISSUES IN TEACHING GRAMMAR

Focus on discourse
Adapting the textbook
Focus On Discourse
a. To be aware of discourse features of the
text and make student aware of them
b. Discourse features
.The way text is organized
.Layout
.Style of language

ADAPTING TEXTBOOKS
Omission
branching

Addition

Reordering

Reduction

Replacement

Extension
Rewriting

References
Nesamalar Chitravelu; Sararatha Sithamparam
& The Soo Choon. (2005). ELT Methodology
Principles & Practice. Oxford Fajar Sdn. Bhd.:
Selangor.
http://www.moe.gov.my/bpk/sp_hsp/bi/kbsr/sp_b
i_kbsr.pdf
http://www.moe.gov.my/bpk/kssr_docs/03%2
0Bahasa%20Inggeris/01%20DSK%20English%20
Y1-%20SK.pdf
http://www.auburn.edu/~
nunnath/engl6240/accuracy.html
http://
www.teachingenglish.org.uk/blogs/english12345
/fluency-or-accuracy-speaking