Methodological Options in Grammar Teaching Materials Rod Ellis(2002)

Yu TamuraEFL 527 March 14, 2012

Outline1. Introduction2. An analysis of methodological options in grammar practice

books3. Discovering about grammar4. Noticing grammatical features5. Input-processing instruction6. Some illustrate teaching materials7. Conclusion

Introduction What methodology for teaching grammar do grammar

practice books employ? What is the empirical / theoretical basis for the chosen

methodology? Key words: “implicit” / “explicit” grammar teaching

An Analysis of Methodological Options in Grammar Practice Books Investigate 6 grammar practice book

Choose one unit which deals with the present continuous tense Table 9.1 indicate the result

Methodological options

Explicit descriptions

Supplied

Discover

Data

Source

Authentic

Contrived

Text size

Discrete sentences

Continuous

Medium

Written

Oral

Operations

Production

Controlled

Free

Reception

Controlled

Automatic

Judgment

Judge only

Correct

An Analysis of Methodological Options in Grammar Practice Books Two predominant features

Explicit description supplied Controlled production

Less common features Discover Data Reception judgment

An Analysis of Methodological Options in Grammar Practice Books “Grammar constitutes a “content” that can be transmitted to

students via explicit descriptions and a “skill” that is developed through controlled practice”(p.161)

rethought

The importance of discovering grammar rule Noticing grammatical features teaching grammar through input-processing

Discovering About Grammar Two key issues

The role of explicit knowledge in SLA The value of discovery as a general method of learning

Implicit and explicit knowledge Implicit and explicit learning A problem in teaching implicit knowledge

Production practice doesn’t work. Solution make explicit knowledge

1. explicit knowledge can be acquired in any order2. L2 learners have the ability to master complicated explicit

knowledge.3. Explicit knowledge facilitates the process involved in the use

and acquisition of implicit knowledge.

Discovering About Grammar How explicit knowledge can best be taught?

1. Direct instruction: explicit explanation2. Indirect instruction: discovery-based recommended

Why?1. Motivating2. Encourage students to form and test hypotheses about the

grammar of the L23. Lead to powerful insights about the grammar of a language4. Train to be a successful language learner5. “Communicating”

Noticing grammar features The data options are rarely shown in the grammar practice

book. few opportunities of “enhanced input” L2 acquisition begins with input. Necessity of noticing( consciousness attention) Some studies shows that enriched input has little effect on

language acquisition. Further research is needed.

Identify the kinds of enriched input which works best How to measure the effect of noticing

Discrete sentences vs. continuous sentences Written vs. Oral Not empirically tested .

Noticing grammar features Teaching options

Data (analyzing) →　 explicit rule Explicit rule → data (noticing) Data (analyzing) →explicit rule → data (noticing)

Input-processing Instruction1. Teach Only one thing at a time.2. Keep meaning in focus.3. Learners must do something with the input.4. Use both oral and written input.5. Move from sentences to connected discourse.6. Keep the psycholinguistic processing strategies in mind.

Input-processing Instruction

Explicit instruction

Input-processing instruction

Improve comprehension

of target structure

Some Illustrative teaching materials Involving learner judgment or discrimination. Task which requires leaners to perform or solve a problem. Aim in raising learners’ consciousness about grammar

Conclusion Tradition in grammar practice book

Give explicit descriptions Controlled production exercise

The role of SLA theory and research Suggestions

Discovery-typed grammar tasks Consciousness raising Input-processing tasks

SLA is not absolute. Teaching materials would play important role in language

teaching

Discussion Question What methodological options did you use in your micro

teaching in this class? Do you usually think of what methodological options you use

and why or what for you choose that options? How do you teach with a “traditional” textbook which mainly

consists of explicit explanation and controlled production task?