1 / 22

THE ROLE OF GRAMMAR TEACHING / FORMAL INSTRUCTION IN SECOND LANGUAGE ACQUISITION

THE ROLE OF GRAMMAR TEACHING / FORMAL INSTRUCTION IN SECOND LANGUAGE ACQUISITION. Hartono, S.S., M.Pd . College of Languages Sultan Agung Islamic University. Objectives. Ss can understand what formal instruction plays in acquisition.

vern
Download Presentation

THE ROLE OF GRAMMAR TEACHING / FORMAL INSTRUCTION IN SECOND LANGUAGE ACQUISITION

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. THE ROLE OF GRAMMAR TEACHING / FORMAL INSTRUCTION IN SECOND LANGUAGE ACQUISITION Hartono, S.S., M.Pd. College of Languages Sultan Agung Islamic University

  2. Objectives • Ss can understand what formal instruction plays in acquisition. • Ss can understand the effects of learning and conscious rules in acquisition. • Ss can understand the way to present rules for learning. • Ss can understand what to do with errors.

  3. Definition of term • Grammar teaching or formal instruction is defined as the teaching of languages with the emphasis on focusing the learners’ attention on forms in order that they become conscious of the rules of those forms and eventually acquire the language.

  4. Similar terms referring to the same meaning are: instruction (Krashen, 1982), formal instruction (Lighbown and Spada, 1990), code-focused instruction (Doughty, 1991).

  5. REMEMBER !! Acquisition vs. Learning

  6. The Role of Conscious Learning (Krashen’ s Monitor Model) Conscious learning acts as an editor, as a Monitor, “correcting” the errors, or rather what the performer perceives to be errors, in the output of the required system. This can happen before the sentence is spoken or written.

  7. Conscious knowledge is therefore, not responsible for fluency, it doesn’t initiate utterances.

  8. According to Krashen, learning doesn’t “turn into” acquisition, based on the following reasons: • We often see acquisition in cases where learning never occurred. • We also see learning that never seems to become acquisition. • The fact that even the best learners master only a small subset of the rules of a language.

  9. THE PLACE OF GRAMMAR Krashen uses the term ‘grammar’ as a synonym for conscious learning. According to him, grammar has two possible roles: 1. As a monitor: 2. As a subject matter or for language appreciation.

  10. ISSUES IN RELATION TO TEACHING GRAMMAR FOR MONITOR USE • When the monitor is used: when the performer has time, as in writing and prepared speech, and he / she is thinking about correctness or focused on forms.

  11. 2. What can be monitored: all the rules that students can carry around in their heads as mental baggage and actually use in performance.

  12. TYPES OF MONITOR USER • Monitor Over-user: performers who do attempts to think about and utilize conscious rules during their production. • Monitor under-user: the performer who does all self-correction by ‘feel’ and has no control of conscious grammar. • Incompetent monitor user: the performer who thinks s/he knows the rules but has them ( or at least many of them) are wrong.

  13. PRESENTATION OF RULES • Deductive – inductive issue Deductive: the rules are given directly. This approach is supported by cognitive-code teaching as Grammar Translation Method.

  14. Inductive: Learners are asked to figure out the rules themselves. The argument for this approach is “the best way to insure learning was for the student to work out the rule himself.

  15. ACQUISITION AND INDUCTIVE LEARNING: SIMMILARITIES AND DIFFERENCES Acquisition: • Data first, rule follows • Rule is subconscious • Focus on meaning • Slow process • Requires large amount of data

  16. Inductive Learning: - Data first, rule follows - Rule is conscious - Focus on form - May occur quickly - May occur after exposure to small amount of data

  17. Sequencing and Learning Grammatical sequencing was undesirable when the goal is acquisition. Sequencing should be based on - learnable - portable - not yet acquired.

  18. ERROR CORRECTION Henrickson (1978) lists the “five fundamental questions” concerning the error correction. • Should errors be corrected? • If so, when should errors be corrected? • Which learner errors should be corrected? • How should learner errors be corrected? • Who should correct learner errors?

  19. Question 1 • When the goal is learning, errors should be corrected. • Error correction is not of use for acquisition.

  20. Question 2 • When there is time. • When it doesn’t interfere with communication (no error correction in free conversation). • Correction is done in written work gramamr exercises.

  21. Question 3 • We should correct the “global” errors, errors that interfere with communication or impede with the intelligibility of message. • Errors that are most stigmatized, that cause the most unfavorable reactions. • Errors that occurs most frequently.

  22. Question 4 • Providing the correct form / direct correction. • The discovery / inductive approach.

More Related