Teaching grammar: a Teaching grammar: a task-based approachtask-based approach

David NunanDavid Nunan

Overview Overview

With the development of communicative approaches to With the development of communicative approaches to language teaching, the place of grammar has been language teaching, the place of grammar has been uncertain. There are those who argue that there is no uncertain. There are those who argue that there is no place for a formal focus on grammar in the place for a formal focus on grammar in the communicative classroom of today. I do not share this communicative classroom of today. I do not share this view. In this presentation, I will argue that grammar has view. In this presentation, I will argue that grammar has a central and fundamental place in the curriculum. a central and fundamental place in the curriculum. However, this does not mean I am arguing for a return to However, this does not mean I am arguing for a return to "traditional" ways of teaching grammar. In the first plart "traditional" ways of teaching grammar. In the first plart of the presentation, I will explain what it means to look at of the presentation, I will explain what it means to look at grammar as a tool for communication rather than as a grammar as a tool for communication rather than as a body of content to be memorized. I will then give body of content to be memorized. I will then give practical examples of how teachers can implement these practical examples of how teachers can implement these ideas in their classrooms. ideas in their classrooms.

Questions addressed in the Questions addressed in the presentationpresentation

What is ‘grammar’?What is ‘grammar’? What’s the difference between a What’s the difference between a

‘prescriptive’ and a ‘descriptive’ ‘prescriptive’ and a ‘descriptive’ grammar?grammar?

In what ways are grammar, vocabulary In what ways are grammar, vocabulary and pronunciation interrelated?and pronunciation interrelated?

What is a ‘task’?What is a ‘task’?

Warm up task: DictoglossWarm up task: Dictogloss

My name is David Nunan. I am a My name is David Nunan. I am a teacher. I live in Hong Kong, but I teacher. I live in Hong Kong, but I travel a lot. This is my second visit travel a lot. This is my second visit to Cambodia. I love the weather, to Cambodia. I love the weather, the food and the people in here in the food and the people in here in Cambodia. I look forward to Cambodia. I look forward to meeting new frends during the meeting new frends during the conference. conference.

‘‘Traditional’ definition 1Traditional’ definition 1

Grammar may be roughly Grammar may be roughly defined as the way language defined as the way language manipulates and manipulates and combines combines wordswords (or bits of words) in order (or bits of words) in order to form longer units of meaning to form longer units of meaning (Ur 1988, p.4).(Ur 1988, p.4).

‘‘Traditional’ definition 2Traditional’ definition 2

[Grammar is] a description of [Grammar is] a description of the the structure of a languagestructure of a language and the and the way in which units such as words way in which units such as words and phrases are and phrases are combined to combined to produce sentencesproduce sentences in the in the language (Richards, Platt and language (Richards, Platt and Weber, 2003).Weber, 2003).

‘‘Traditional’ definition 3Traditional’ definition 3

[Grammar] is the way in which words [Grammar] is the way in which words change themselves and group together change themselves and group together to make to make sentencessentences. The grammar of a . The grammar of a language is what happens to words language is what happens to words when they become plural or negative, when they become plural or negative, or or what order is usedwhat order is used when we make when we make questions or join two clauses to make questions or join two clauses to make one sentence (Harmer, 1987).one sentence (Harmer, 1987).

Grammar and pronunciationGrammar and pronunciation

She’s Italian, isn’t she?She’s Italian, isn’t she? (rising intonation) (rising intonation) = I believe that she’s Italian, but I’m really not certain.= I believe that she’s Italian, but I’m really not certain.(falling intonation) (falling intonation) = I’m pretty sure she’s Italian, but I’d like your = I’m pretty sure she’s Italian, but I’d like your

confirmation on that.confirmation on that.She’s Italian, is she?She’s Italian, is she? (rising intonation) (rising intonation) = I thought she was Spanish, but I’ve just received = I thought she was Spanish, but I’ve just received

information that leads me to revise my belief.information that leads me to revise my belief.

Grammar and pronunciationGrammar and pronunciation

A woman without her man is nothing.A woman without her man is nothing.

A woman without her A woman without her manman (pause) is (pause) is nothing.nothing.

A woman (pause) without A woman (pause) without herher man is man is nothing.nothing.

Grammar and vocabularyGrammar and vocabulary

Mary J. Blige has been dubbed the Queen Mary J. Blige has been dubbed the Queen of hip-hop Soul, but she’s really an old-of hip-hop Soul, but she’s really an old-fashioned blues singer wrapped in hip-hop fashioned blues singer wrapped in hip-hop beats and soul grooves.beats and soul grooves. ( (Rolling StoneRolling Stone September 18, 2003, page 70). September 18, 2003, page 70).

Mary J. Blige … the Queen of hip-hop … Mary J. Blige … the Queen of hip-hop … she … an old-fashioned blues singershe … an old-fashioned blues singer

A ‘communicative’ definitionA ‘communicative’ definition

Grammar is a resource that enables us:Grammar is a resource that enables us: to get things done to get things done to make choicesto make choices to express ourselves as individualsto express ourselves as individuals to articulate our feelings and attitudesto articulate our feelings and attitudes

From principles to pedagogyFrom principles to pedagogy Teach grammar as an extremely flexible Teach grammar as an extremely flexible

resource for making meaning.resource for making meaning.

As far as possible, integrate the teaching As far as possible, integrate the teaching of grammar with the teaching of of grammar with the teaching of pronunciation and vocabulary.pronunciation and vocabulary.

Help learners see relationships between Help learners see relationships between form and meaning.form and meaning.

Teach students how to use grammar to Teach students how to use grammar to make appropriate choices and express make appropriate choices and express their own personal meanings.their own personal meanings.

Repetition: The ‘traditional’ Repetition: The ‘traditional’ approachapproach

T: She can speak Spanish (French).T: She can speak Spanish (French).

Ss: She can speak French. Ss: She can speak French.

T: TheyT: They

Ss: They can speak French.Ss: They can speak French.

T: German - can’tT: German - can’t

Ss: They can’t speak GermanSs: They can’t speak German

(etc.)(etc.)

A task-based approachA task-based approach

Tasks:Tasks: have a primary focus on meaninghave a primary focus on meaning learners are not given other people’s learners are not given other people’s

meanings to regurgitatemeanings to regurgitate have an outcome other than the have an outcome other than the

manipulation and practice of language manipulation and practice of language formsforms

generate language use that has some generate language use that has some resemblance to real-world language resemblance to real-world language

True / false True / false

True / falseTrue / falseGFI 2e Level 2 Page 31 Task 4GFI 2e Level 2 Page 31 Task 4

Figure it outFigure it outGFI 2e Level 2 page 3 Tasks 3a & bGFI 2e Level 2 page 3 Tasks 3a & b

Figure it outFigure it outGFI 2e Level 2 page 3 Tasks 3a & bGFI 2e Level 2 page 3 Tasks 3a & b

DetectiveDetective

Procedure:Procedure: An object to be stolen is An object to be stolen is decided on—say a coin or a ring. Once decided on—say a coin or a ring. Once student (the detective) is sent out of the student (the detective) is sent out of the room. One of the remaining students is room. One of the remaining students is given the object; he or she is the thief. given the object; he or she is the thief.

The detective returns and tries to find The detective returns and tries to find out who the thief is by asking out who the thief is by asking participants: “Do you have it/the ring?”participants: “Do you have it/the ring?”

DetectiveDetective

Each participant—including the actual thief—Each participant—including the actual thief—denies guilt, and accuses someone else. “No, I denies guilt, and accuses someone else. “No, I don’t have it. A has it!” Whereupon, the detective don’t have it. A has it!” Whereupon, the detective turns to A with the same question—and so on, turns to A with the same question—and so on, until everyone has been asked and has denied until everyone has been asked and has denied responsibility. The detective then has to decide responsibility. The detective then has to decide in three guesses who is lying—who looks guilty. in three guesses who is lying—who looks guilty. The process is then repeated with another The process is then repeated with another detective and another thief. (Ur 1988)detective and another thief. (Ur 1988)

Tic-tac-toeTic-tac-toeGFI 2e Leve l2 page 6 Task 4 Go For It GFI 2e Leve l2 page 6 Task 4 Go For It

Information gapInformation gap

Information gap (cont.)Information gap (cont.)

SurveysSurveys

DictoglossDictogloss Preparation, when the learner finds out about the topic of Preparation, when the learner finds out about the topic of

the text and is prepared for some of the vocabulary.the text and is prepared for some of the vocabulary.

Dictation, when the learner hears the text and takes Dictation, when the learner hears the text and takes fragmentary notes. (Wajnryb recommends that the text be fragmentary notes. (Wajnryb recommends that the text be read twice, at normal speed. The first time through, read twice, at normal speed. The first time through, learners simply listen to get a general sense of what the learners simply listen to get a general sense of what the text is about. The second time, they write down key text is about. The second time, they write down key words.)words.)

Reconstruction, in which learners work in small groups, Reconstruction, in which learners work in small groups, pool their notes, and reconstruct the text.pool their notes, and reconstruct the text.

Analysis and correction, when learners analyze and Analysis and correction, when learners analyze and correct their texts. Wajnryb (1990)correct their texts. Wajnryb (1990)

Role playRole play

ReferencesReferences

Nunan, D. 1999. Nunan, D. 1999. Second Language Teaching and Second Language Teaching and Learning. Learning. Boston: Thomson/Heinle.Boston: Thomson/Heinle.

Nunan, D. 2004. Nunan, D. 2004. Practical English Language Practical English Language Teaching: Grammar. Teaching: Grammar. New York: McGraw HillNew York: McGraw Hill..

Pennington, M. 1995. Pennington, M. 1995. New Ways in Teaching New Ways in Teaching Grammar.Grammar. Alexandria VA: TESOL. Alexandria VA: TESOL.

Thornbury, S.Thornbury, S. 19991999. How to Teach Grammar. . How to Teach Grammar. London: Longman. London: Longman.

Ur, P. 1988. Ur, P. 1988. Grammar Practice Activities.Grammar Practice Activities. Cambridge: Cambridge University Press. Cambridge: Cambridge University Press.

Web sitesWeb sites

http://ec.hku.hk/vec/grammar/default.htmhttp://ec.hku.hk/vec/grammar/default.htm

http://http://www.ohiou.edu/esl/teacher/grammar.htmlwww.ohiou.edu/esl/teacher/grammar.html

http://http://owl.english.purdue.edu/handouts/eslowl.english.purdue.edu/handouts/esl//

http://http://esl.about.com/cs/grammaresl.about.com/cs/grammar

http://expressions.heinle.comhttp://expressions.heinle.com

http://http://wwwwww.eslcafe.com .eslcafe.com

http://goforit.heinle.comhttp://goforit.heinle.com