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Teaching Grammar
Teaching Grammar
Overview
Content of our Presentation
Introduction
Why teach grammar?
Grammar acquisition 1. Introduction
Basic principles 1.1 Why teach grammar?
Guiding principles in
1.2 Grammar acquisition a short revision
the teaching of 1.3 Basic principles for grammar teaching
grammar
Presenting grammar
Practising grammar 2. Guiding principles in the teaching of grammar
2.1 Presenting grammar
How can we suit
approach to learner 2.2 Practising grammar
needs?
4. Bibliography
Introduction
- Why teach grammar? -
Teaching Grammar
Overview
Introduction
Why teach grammar?
Grammar acquisition
Basic principles
Guiding principles in
the teaching of
grammar
Presenting grammar
Practising grammar
To what extent do you agree or disagree with these statements?
Overview
+ it can provide input for noticing language forms
Introduction + it can help to see the difference between the learners output and accurate
Why teach grammar? forms of English
Grammar acquisition
Basic principles + Without some focus on form, learners run the risk of fossilising
Guiding principles in
the teaching of + it can give information on the stylistic variation of language form
grammar Me Tarzan, you Jane- kind of language fails to deliver intelligibility
Presenting grammar
Practising grammar
Teaching Grammar
Overview
We have to be aware of the ...
Introduction
Why teach grammar? developmental sequences or natural order hypothesis
Grammar acquisition = readiness to learn
Basic principles
order in which certain features of language are acquired
Guiding principles in
the teaching of
grammar
variation of the time needed to learn a new structure among Ls
Presenting grammar implication: to recycle structures
Practising grammar
inductive learning
- use of acquired knowledge and knowledge of L1 to discover the
language
Teaching Grammar
contextualization
Overview
Introduction
Why teach grammar?
Grammar acquisition
Basic principles
Guiding principles in
linking grammar order
the teaching of and of presentation
grammar
Presenting grammar vocabulary
Practising grammar Presenting
How can we suit
Grammar
approach to learner
needs?
degree of use of
explicitness terminology
Guiding principles
- Presenting grammar -
Teaching Grammar
Language is context-
sensitive (Thornbury; p.90)
Overview
Introduction
Context can be created
Why teach grammar? through:
Grammar acquisition visuals; miming/
Basic principles
demonstrating; dialogues;
Guiding principles in texts; songs; videos;
the teaching of
grammar situations
Presenting grammar
Practising grammar
The context should be
How can we suit useful and appropriate to
approach to learner
needs?
the learners needs
Experiment
Guiding principles
- Presenting grammar -
Overview Consider the set of forms for the present continuous tense to
express current actions:
Introduction
Why teach grammar?
Grammar acquisition
Basic principles
Guiding principles in
the teaching of
grammar
Presenting grammar
Practising grammar
Teaching grammar
Introduction PRESENTATION
Why teach grammar?
Grammar acquisition
Basic principles
Guiding Principles in
the Teaching of
Grammar
Presenting Grammar PRACTICE
Practising Grammar
PRODUCTION
aim: to achieve
fluency
See table 5.1; p. 166
Guiding Principles
- Practising Grammar -
Overview
Pros Cons
Introduction
Why teach grammar? has a logic appeal both to teachers Learners will perform the activity
Grammar acquisition and students and reflects the way with the new learned structure
Basic principles other skills are learned, e.g. football correctly in that lesson, but will then
Guiding principles in cease to use it, or produce it
the teaching of inaccurately (see also: Ellis; p.166)
grammar
Presenting grammar allows the teacher to control the Language is learned in bits and
Practising grammar content and pace of the lesson and steps
How can we suit
provides a convenient template
BUT: Language acquisition is more
approach to learner
needs? complex and less linear than the
PPP model assumes
Controlled practice stage provides assumes that accuracy precedes
conscious focus on form fluency
Teaching Grammar
Alternative Models:
Overview
1) Dictogloss Technique
Introduction
Why teach grammar?
Grammar acquisition Form of dictation, BUT: students need to hear and reconstruct the whole
Basic principles
text
Guiding Principles in
the Teaching of Focus is on language form which is contextually embedded in a situation
Grammar
Presenting Grammar
Practising Grammar Learners are encouraged to reflect on grammar
How can we suit Students need to work collaboratively on reflecting the text which
approach to learner
needs?
necessitates decision-making
negotiation of form (Swain)
Sample Lesson
Guiding Principles
- Practising Grammar -
Teaching Grammar
Overview
Introduction When I was a child we used to go camping every summer. Wed choose a
Why teach grammar?
Grammar acquisition
Basic principles
different place each year, and wed drive around until we found a beach we
Guiding Principles in liked. Then wed pitch our tent, as near as possible to the beach. Wed
the Teaching of
Grammar
Presenting Grammar usually spend most of the time on the beach or exploring the country round
Practising Grammar
about. We never went to the same beach twice.
How can we suit
approach to learner
needs?
Teaching Grammar
To sum it up
Overview
Order of the dictogloss activities
Introduction
Why teach grammar?
Grammar acquisition
1. warm-up to the topic and preparation of relevant
Basic principles vocabulary
Guiding Principles in
the Teaching of 2. text is read twice, on the second reading students note
Grammar
Presenting Grammar
down the words they catch
Practising Grammar
3. students try to reconstruct the text in groups they
How can we suit
approach to learner use the grammar they know and consider the possible
needs?
alternatives
Teaching Grammar
Alternative Models:
Overview
Introduction
Why teach grammar?
2) Task-Based Model
Grammar acquisition
Basic principles
Teaching Grammar
Overview
Introduction
Why teach grammar?
Grammar acquisition
Basic principles
Guiding principles in
the teaching of
grammar
Presenting grammar
Practising grammar
Celce-Murcia: the more factors the teacher identifies on the left side
of the grid, the less important it is to focus on form; the more factors
the teacher identifies on the right, the more important the
grammatical focus (Celce-Murcia 1993: 294)
Bibliography
Teaching Grammar
Green, Catherine & Tanner, Rosie (1998). Tasks for Teacher Education. A
Reflective Approach. Longman
http://www.songtext.net/A/Adams_Bryan/Summer_Of_69.html