Teaching grammarTutor: Marisol Acosta Ham

You can lead a horse to water but you cant make it drink

Popular English saying

Often teachers give grammar explanations so their students based upon the teachers beliefs that the transfer of grammar rules is effective and students will learn. This is not always the case when approaching grammar and this could be seen as a hegemonic process.

The problem with this knowledge-transmission approach to grammar is that for most students it leads to limited language acquisition. As a result of the observed gap between knowledge of grammar and its successful application, there has been a shift in our view of grammar instruction over the last 20 or 30 years.

Goals of presentation Presentation Earlier approaches in teaching grammar Deductive and inductive approach Inductive activity ideas Microteaching Wrap up

How do you see grammar?How were you taught grammar?What are your beliefs concerning grammar?What problems do you have when you are teaching grammar?Think about a time when you learned something without being taught.

Earlier approaches and methodsMany earlier language-teaching methods included elements that can be effective in teaching grammar to adult ESL students, yet the methods in their pure versions have been found to be inadequate in addressing these students needs. The advantages as well as the limitations of some popular methods are summarized in the chart on the following page.

APPROACH/METHODADVANTAGESLIMITATIONSGrammar-translationMethod(nineteenthmidtwentiethcenturies)Explicit teaching of grammar rules; attention paid to language forms.Absence of communicative practice, which is an immediate need for new immigrants.Reliance on translation, which is impractical in classes having students with many different first languages.Direct Method(first part of twentiethcentury)Grammar is taught Lessons begin with dialog or a story in the target language.Use of visuals (actions, pictures, objects) to convey meaning.Inductive presentation is unsuitable for some adult students, who may benefit from overt explanations of rules.Minimal reading and writing, which is needed by immigrant students with work or academic goals.

Audiolingual Method(ALM)(1950s1970s)Emphasis on oral production.Teacher models pronunciation.Use of drills to reinforce grammatical patterns.Rote exercises reduce cognitive engagement.Activities are designed to prevent learner errors, which reduces the need for students to negotiate meaning.

(Savage, Bitterlin, & Price, 2010, p6)

APPROACH/METHODADVANTAGESLIMITATIONSCognitive Approach(1970s)Grammar must be taught, either inductively or deductively.Emphasis on analyzing structure at the expense of communicative practice. Pronunciation is de-emphasized.Natural Approach(1980s)Language is presented in a natural sequence: listening,speaking, reading, writing.Use of a communicativeSyllabus.Grammar is not overtly taught, yet many adult learners need and want grammar instruction. Focus on input (listening) can delay output (speaking) that adults need.

CommunicativeLanguage Teaching(CLT)(1970stoday)Communication is the goal of instruction.Emphasis on meaningful interaction. Course syllabus includes language functions.Use of authentic texts and contexts.Focus on communication canresult in ignoring grammar.Emphasis on fluency at the expense of accuracy can result in many students never attaining correct grammar.

(Savage, Bitterlin, & Price, 2010, p7)

Lesson No.1

Lesson No. 2What is your wishlist?

Whislist (Pearl Jam, 1998)Instructions: Please listen to the song.Now, get in teams of 5. Listen to the song one more time as you place the sentences in the correct order.Check the order with the group next to you.

Get creative!Write your own wishlist. Give it a twist and write a song, a poem, or even a pun.

TWO CORE APPROACHES IN GRAMMAR PRESENTATION

Broadly speaking, in teaching grammar, there are two approaches that can be applied:

A deductive approach (rule-driven) starts with the presentation of a rule and is followed by examples in which the rule is applied. (Thornbury, 1999, p29)The deductive approach maintains that a teacher teaches grammar by presenting grammatical rules, and then examples of sentences are presented. Once learners understand rules, they are told to apply the rules given to various examples of sentences. Giving the grammatical rules means no more than directing learners attention to the problem discussed. (Puji Widodo, 2006, p126)

An inductive approach (rule-discovery) starts with some examples from which the rule is inferred. (Thornbury, 1999, p29)It suggests that a teacher teaches grammar starting with presenting some examples of sentences. In this sense, learners understand grammatical rules from the examples. The presentation of grammatical rules can be spoken or written.This approach attempts to highlight grammatical rules implicitly in which the learners are encouraged to conclude the rules given by the teacher. (Puji Widodo, 2006, p127-128)

Lets try an exerciseInstructions:Get together in teams of 8 or 9 members.Decide the approach to work with by tossing a coin.With your team members, identify the items corresponding the approach you were given. Once you have all of the items, organize them into advantages and disadvantages. Place the cards on the flip chart.Now, you will have to explain to the rest of the class.

Inductive activity ideasVisualizationRacesCharadesWriting storiesBall gamesTimelinesColored index-cardsSinging

Now, it is your turnInstructions:In teams of 3, do a microteaching session addressing the grammar topic of your choice. You will have 15 minutes to plan it.Explain briefly the procedure to the class.

References

Cowan, R. (2008). The Teacher's Grammar of English. New York: Cambridge University Press.Harmer, J. (1998). How to Teach English. Longman.Harmer, J. (2007). The Practice of English Language Teaching. Pearson .Puji Widodo, H. (2006). Approaches and procedures for teaching grammar. English Teaching: Practice and critique, 122-141.Savage, K. L., Bitterlin, G., & Price, D. (2010). Grammar matters: Teaching grammar in adult ESL programs. New York: Cambridge University Press.Scrivener, J. (2010). Teaching English grammar. McMillan education.Thornbury, S. (1999). How to teach grammar. Pearson.

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