Presentation on Integrated Grammar Teaching

Presentation on Integrated Grammar Teaching

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  Aparna Ray PGT English
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  A few questions: Whatis GRAMMAR? Is it compulsory that we teach Grammar in schools? If so, how should we go about it? If not , why not? What is the role of grammar in language teaching?
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  Grammar is thetheory of language. It consists of set of rules that combine words and sentences. It is the total mechanism of language, which enables its users to communicate with each other. A formal analysis of and description of what a native speaker knows intuitively. There are prescriptive rules for correct usage of language.
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  The ability toarrange the words into meaningful sentences is called the knowledge of grammar. It helps the person to understand the correct meaning of the spoken and written sentences. A grammatically correct sentence means a sentence that expresses the correct meaning.
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  Since there isno suitable environment where the student can learn English the way he/she has learnt the first language, an integrated teaching of grammar of English is very much essential.
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  INTEGRATED GRAMMAR There hasbeen a lot of progress in English language teaching since the introduction of Communicative Language Teaching (CLT).
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  RECENT TRENDS INTEACHING OF ENGLISH GRAMMAR:  Teach Grammar for communication. Teach Grammar in context. Make Grammar teaching a fun. Focus on fluency first, accuracy later. Let children discover the rules for themselves.
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   Grammar isbest learnt through problem solving since the learner's attention tends to vary when language is taught as a formal system.  Research shows that there is little connection between knowing grammar and using a particular language for good oral or written compositions.  “Grammar may be a useful tool for language teachers; (yet) it becomes an unwelcome burden for most learner or users.”
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   Does notby itself guarantee being able to use the language for meaningful communication.  People who know most rules of grammar can continue to use the language incorrectly and inappropriately.  Knowledge of grammar is not equal to knowing how to use a language correctly and appropriately.  Terminology of grammar often stands in the way of learning a language for fluent use. It takes lot of time and effort.
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  Grammar cannot teachanyone how to write well or speak appropriately. It does more harm than good. Every child / human builds/ carries a grammar of her language in mind.
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  Explicit Teaching ofGrammar by the Deductive method i.e. rules followed by examples.  In this, the teacher provides names and definitions of grammatical terms followed by illustrative examples.
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  Another example ofexplicit grammar teaching is The student can be helped/guided to use/apply a rule of grammar and then provided with a label/definition for what has been done. e.g. With the help of the teacher, students can learn to convert an active sentence into a passive sentence; in doing so, they learn grammar.
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  Implicit teaching ofgrammar makes use of examples (authentic)of language in use to help learners understand the rules.
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   Give examplesin contexts: situation based.  Engagement with the text : let learners read and attempt to make meaning with the text.  Pair work & group work : let the learners talk & discuss GRAMMAR CAN NOT BE LEARNT THROUGH ISOLATED EXAMPLES. Learners have to observe grammar in action & use it.
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   The textbookin any class is the main source of language. It does not demand a separate grammar teaching session or a grammar book.  By making use of text-based, ready-made situations in the text it is possible to supplement the occurrences of the grammar item to provide fuller experience.
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   Early stages: Without terminology of grammar and using the activity method.  Older learners are able to pay more focused attention to language and its form.  The learner is already literate in one or more languages when s/he begins studying English.
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  Components of ‘communicativecompetence’ a. Linguistic competence : accurate use of language (ability to use sounds, words, phrases and sentences ) b. Discourse competence : to express the writer’s or speaker’s intended message (ability to put together sentences into a coherent piece)
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  c. Sociolinguistic competence:to make out what is said or written appropriate to the situation or topic (ability to relate language use to its purposes) d. Strategic competence : compensates for any weaknesses found in a –c (ability to bring into use verbal and nonverbal strategies to make communication more effective)
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  Game-like situations Story telling TotalPhysical response Using Realia
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  Communicative group work Practicaluse of language Using visual aids Acting it out Integrated skills
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   There isnothing called the best method.  Try and find your own method using the best from all the methods.  Encourage learners to discover the rules- do not impose rules.  Let learners share one or more languages with the teacher and among themselves.  Exploit authentic texts as much as possible.
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  THANK YOU