The Way We Teach

Grammar
Presented by: Ivan Aguilar

Biography of an idea
Grammar Dimensions (Diane Larsen
Freeman)
ECCE results.
Classroom observations.

CONCEPTS

What is Grammar?

a. Internal mental grammar allows speakers of the language understand and

create new sentences. This is the kind of grammar we develop as we acquire our
native language.
b. A prescriptive grammar contains rules about what is and what is nor
acceptable in any given language.
c. A descriptive grammar tell us how people actually use the language, not
how they are supposed to
d. A linguistic grammar is grammar associated with a particular linguistic
theory. Some linguistic grammars are more concerned with describing grammatical
structure. These are called formal grammars. Other linguistic grammar is more
concerned with the use of grammatical structure. These are called functional
grammars.
e. A reference grammar is a comprehensive collection of the rules that apply
to a particular language. In other words it is to grammar what a dictionary is to words.
f. A pedagogical grammar is usually a subset of the total number of rules on
that has been compiled for teaching grammar to language learners. A pedagogical
grammar usually draws on a number of different linguistic theories In other words it is
eclectic.
g. A teachers grammar is also a pedagogical grammar, but it is usually more
comprehensive and detailed that a students pedagogical grammar.

Grammar in the curriculum

Grammatical skills are thus seen as a
component of language PROFICIENCY
rather than an end in them. In conclusion,
although grammar should always play a
central role in language teaching, its
importance can be derived from and
related to the proficiencies we plan as the
outcomes of the language curriculum.
(Richards: 156)

Grammar for teachers

Which of these verbs are followed by ing, infinitive or both?

Appreciate, enjoy, want, prefer, hate, agree

Infinitives
Agree
Want

-ing
Enjoy
Appreciate

Both
Prefer
Hate

Grammar for teacher

Did you know ?
When we can choose between an infinitive and an -ing form, we
sometimes choose the infinitive in order to stress that something is more
speculative or hypothetical. We chose an -ing form more to describe what
actually happens or has happened.
I hate to write long reports. (And probably Ill do this today at work)
I hate writing long reports. (And Im doing so in this moment)
They prefer to go to school in the mornings (And probably they will sign up in
that schedule).
They prefer going to school in the morning (They have already signed up at
that schedule).

Grammar for teachers

It is evident that the first step to good grammar teaching
is for teachers to be really acquainted with the grammar
rules, their exceptions, and reasons why these rules
exist. Course books and Teachers manuals only give
pedagogical grammar in their descriptions, but, as we
saw before, pedagogical grammar has limitation due to
its own necessity of being simple and understandable for
learners. It is then an important responsibility for any
language teacher-including native speakers- to get to
learn deeply the grammar rules governing the target
language.

Grammar for learners

SOCIOLINGUISTIC
COMPETENCE

GRAMMATICAL
COMPETENCE

COMMUNICATIVE
COMPETENCE

DISCOURSE
COMPETENCE

STRATEGIC
COMPETENCE

Grammar for learners

From competence to proficiency
CAN understand and use familiar everyday
expressions and very basic phrases aimed at
the satisfaction of needs of a concrete type.
Can introduce him/her self to others and can
ask and answer questions about personal
details such as where he/she lives people
he/she knows and things he/she has. Can
interact in a simple way provided the other
person speaks slowly and clearly and is
prepared to help. (CEFR A1 DESCRIPTOR)

Grammar teaching concepts

In which context did this grammatically
correct sentence take place?

Colorless green ideas sleep

furiously
Chomsky

Grammar teaching concepts

Context: As context we understand the
real (or imaginary) situations in which
certain language patterns naturally occur.
In fact, there is no language that occurs in
an isolated or not contextualized way. All
utterances produced by any speaker are
related to a specific context. In terms of
language teaching, this refers to the
environment surrounding the grammar
structures that students have to learn.

Grammar teaching concepts

Three Dimension of grammar
Context

Contex
t

Context

Context

Context

Context

Context
Context

Contex
t

Conte
xt

Grammar teaching concepts

How would you explain the English passive
voice in its form, meaning and use?
Form: auxiliary verb Be or Get. Followed by past
participle. Add by before agent.
Meaning: Focus construction-defocuses agent.
Use: Agent is unknown. Agent is redundant.
Agent is new information. To provide objectivity
i.e., scientific voice

Major approaches

a. PPP.- Probably the most widespread way of teaching a language going from the presentation
of the new structure, its controlled practice, and freer productive practice. This model has been
criticized because it doesnt reflect the features of interlanguage which is not a linear process of
development.
b. Inductive An inductive approach is one in which students infer the rule or the generalization
from a set of examples.
c. Deductive.-In a deductive activity the students are given the rule and they apply it to the
examples
d. Texts.- In many course books the main way to contextualized grammar is through texts.
Ideally, learners should be able to understand the meaning of the new grammar structure within
the text it is presented. Later, they should recognize its form and use due to the context provided
by the text. Finally, learners should be able to use these structures into more productive activities.
e. Stories.- This is a technique used very often with young learners, but it also can be effective
with older students. In this case, a story that contains the grammar structure is read/told to the
learners who later will identify the type of grammar structure the teacher wants them to identify.
An important feature of this technique is that the teacher has to prepare the right kind of
questions in order for students to be able to recognize the desired grammar structure.
f. Task-based.-Opposite to the previous techniques described, in task based learning a
communicative activity is given first for students to complete. During this activity, learners are
supposed to use the language they have, but ideally they will need some specific grammar
structures which the teacher will introduce after the completion of the activity. Learners are
supposed to notice the new structure and its value in the light of the first communicative task.

Grammar practice activities

Controlled drills
Structure based free
sentence composition
Guided meaningful
practice
Awareness
Structure based
discourse
composition
Meaningful drills

Awareness
Controlled drills
Meaningful drills
Guided meaningful
practice
Structure based free
sentence composition
Structure based
discourse
composition

Suggestions
1. Traditionally language teaching has taken great advantage of the use
of materials, realia, an visual aids. They are very common when
teaching vocabulary and need to be used whenever it is possible to
teach grammar.

Suggestions
2.Grammar teaching doesn't have to be a mere display of forms and
rules. Ideally, teachers and students should be actively involved in
the co-construction of the grammar lesson. This can be done
through the use of other techniques rather than elicitation.
Ruths Ideas:
-Problem framing: setting a problem-solving task for the learner.
-Providing data: giving sufficient examples to help the learner.
-Focusing attention: drawing learners attention to key features of data.
-Asking leading questions: using questions to guide the learners to a
solution.
-Making connections: referring to and building on what the learners
already know.
-Giving feedback: providing messages on the state of the learners
theory building
-Recapping/summarizing.

Suggestions

3.Isolating grammar from its context is for linguists. Language

teachers need to provide learners with a rich context from
which the grammar structures will arise naturally. Moreover,
the connections between context and structures make the
information more memorable.

What do these sentences have in common?

I will sleep early.
I will go to USA.
I will play the piano.
I will see the concert.
I will need a car.
I will sort my files.

Suggestions
4. It would be too extended and complex for learners
-and teachers- to deal with the three grammar
dimensions at once. However, teachers have to identify
the learning challenge (Freeman) and work accordingly.
Present Perfect learning challenge:
Form: Have+Past partciple
Meaning: indefinite past, finished and unfinished actions,
periods of time.
Use: Socially Pretty Neutral.

Suggestions
5. Pragmatic knowledge is as important as the other
grammar aspects. This should be also part of all
grammar teaching lessons.
Context
Youre supposed to be his interpreter.
You should be his interpreter.
Youd better be his interpreter.

Chinese student asking his

american friend to help his
classmate during a visit to
New York.
Better option: Would you
please?

Suggestions
7. Drills and Meaningful drills are the most common
grammar practice activities provided to students right
after grammar presentations. Teachers can, if considered
necessary, implement more communicative types of
practice to help students internalize the new structures

Planning: Grammar Lesson

Checklist
Instructions: Tick on your answer(s)
PRESENTATION
How will I get all my students attention?
Will I use any material to help my students understand the grammar point?
Will/did I use any of the next strategies while explaining the grammar point?
Elicitation
comprehension checks
confirmation checks
Asking leading questions
Making connections (old-new)
Giving feedback

 REFERENCES
-Diane Larsen Freeman: Teaching Language: from grammar to
grammaring
-Jack C Richards: The Context of Language Teaching
-Penny Ur: A course in Language Teaching
-Penny Ur: Grammar Practice activities
-Marianne Celce-Murcia: Teaching English as a Second or
Foreign Language
-Scott Thornbury: How to teach Grammar
-Martin Parrot: Grammar for English Language Teachers
-Liu-Master: Grammar Teaching in Teacher Education