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Teaching grammar
This document discusses different approaches to teaching grammar to English language learners. It emphasizes using an inductive, contextual approach rather than deductively teaching rules. Key points: - Several learner-specific factors should be considered, like objectives, background, learning styles. - Grammar is best taught in meaningful contexts through activities, books and questions that engage students rather than boring them with rules. - Inductive teaching involves discovering rules through exercises while deductive directly explains rules. - A suggested lesson outline starts with an introductory activity, asks guiding questions, provides a focused exercise for students to identify patterns and explain the concept before directly teaching explanations. The goal is facilitating student-led learning over dictating
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Teaching grammar
- 1. Teaching Grammar RICKY A.SOLERO CLASS REPORTER
- 8. How do Iteach grammar?
- 9. ļ There are anumber of questions that first need to be addressed for each class. ļ What are the objectives of this class? ļ What type of learning background do the learners have? ļ What learning materials and resources are available? ļ What kind of learning style does each student have?
- 10. What are theobjectives of this class? The answer to this question is important as it will help you decide on how much grammar really needs to be taught.
- 11. What type oflearning background do the learners have? Adults who have not been attending school for a number of years are likely to find grammar explanations confusing while as students who are currently studying will probably be much more adept at understanding grammarĀ charts, expressions, etc.
- 12. What learning materialsand resources are available? ļ The more learning resources you have the easier it will be for you to employ different strategies when teaching your students grammar.
- 13. What kind oflearning style does each student have? ļ This is one of the most difficult aspects of teaching - especially teaching grammar. If you have a class of learners with similar learning styles, you can afford to use a similar approach. However, if you have a class of mixed learning styles then you need to try to provide instruction using as many different methods as possible.
- 14. Mention the wordāgrammarā and students will cringe. In fact, most teachers will cringe, too.
- 15. Grammar shouldnāt betaught āby the bookā. At least not in teaching English as a second language.
- 16. Ā Thatās not whatstudents are there for. They don't want to know all of these rules; theyāre not interested in them. They want to learnĀ English.Ā
- 17. So, how dowe as ESL teachers teach them essential grammar and give them what we need, rather than boring them to death with āthe rulesā? Itās actually quite simple: byĀ teaching gram Ā in context.
- 18. Teaching Grammar InContext
- 19. A little bitof grammar and vocabulary can go a long way if you know how to use it, and for that you need real natural CONTEXT.
- 20. Many people donot connect well to math instruction either despite the often sad attempts to relate its application to the students life.
- 21. How to teachGrammar in Context? Determine meaningful grammatical contexts for students selecting books that are ageappropriate and interesting to students, or having students select these books themselves, is crucial.Ā
- 23. David Nunan describes itas an āorganic approachā, comparing learning grammar with growing a garden.
- 24. The linguistic flowersof the garden are growing at a different speed and appear at different time of the year. The way these flowers grow will depend on the number of different linguistic andextralinguistic factors, among others, pedagogical factors (Pica 1985); acquisitionalprocesses (Johnston 1987), contextual environment (McCarthy 1991).
- 25.
- 26. INDUCTIVE is knownas a Inductive 'bottom up' approach. In other words, students discovering grammar rules while working through exercises.
- 27. ļFor example: A reading comprehension whichincludes a number of sentences describing what a person has done up to that period in time.
- 28. ļAfter doing the reading comprehension,the teacher could begin to ask questions such as: How long has he done this or that? Has he ever been to Paris? etc. and then follow with When did he go to Paris?
- 29. To help thestudents inductively understand the difference between the simple past and the present perfect, these questions could be followed with which questions spoke about a definite time in the past? Which questions asked about the person's general experience? Etc. .
- 30. DEDUCTIVE Deductive is knownas a 'top down' approach. This is the standard teaching approach that has a teacher explaining rules to the students.
- 31. ļFor ļThe example: present perfect ismade up of the auxiliary verb 'have' plus the past participle. It is used to express an action which has begun in the past and continues into the present moment... etc.
- 32. SUGGESTED GRAMMAR LESSON OUTLINE Beginwith an exercise, game, listening, etc. that introduces the grammar concept. Ask students questions that will help them identify the grammar concept to be discussed.
- 33. Follow with anotherexercise that more specifically focuses on the grammar concept, but takes an inductive approach. This could be a reading exercise with questions and responses in the structure that is being taught. Check responses, ask students to explain the grammar concept that has been introduced.
- 34. At this pointintroduce teaching explanations as a way of clearing up misunderstandings. Provide an exercise which focuses on the correct construction of the grammar point. This could be an exercise such as a fill the gap, cloze or tense conjugation activity. Ask students to once again explain the concept.
- 35. As you cansee, the teacher is facilitating students to do their own learning rather than using the 'top down' approach of dictating rules to the class.
- 36.