How to teach grammar from examples

1. How to teach grammar from examples Group members: M98C0206 曾瀞儀 M98C0214 林純聿 M98C0212 林冠志 Adviser:王鶴巘

2. INTRODUCTION • Introduce inductive learning • Pros and cons of inductive learning • Motivation METHODOLOGY Sample Lesson a. Lesson 1: Teaching imperative through actions b. Lesson 2: Teaching the present simple using realia c. Lesson 3: Teaching should have done using a generative situation d. Lesson 4: Teaching the difference between past simple and present perfect through minimal sentence pairs e. Lesson 5: Teaching verbs that take both infinitive and –ing forms, using concordance data CONCLUSION

3. INTRODUCTION

4. Inductive learning Inductive learning • Rule-discovery • The way one’s first language is acquired. • Experiential methods: the Direct Method and the Natural Approach • Language data is best processed inductively and without recourse to translation

5. Pros and cons of inductive learning

6. Pros of an inductive approach • Rules learners discover for themselves are more likely to fit their existing mental structure that can help students to memorize the rules more easily. • The mental effort involved ensures a greater degree of cognitive depth, which ensures greater memorability. • Students are more actively involved, and thus more attentive and motivated. • It’s an approach that suitable for learners who like challenge. • Through the collaborative learning, learners get extra language practice. • Greater self-reliance and conductive to learner autonomy

7. Cons of an inductive approach • Time and energy spent in working our rules may mislead students into believing that rules are the objective of language learning, rather than a means. • The time taken to work out a rule may have been used for productive practice. • Students may hypothesize the wrong rule. • Heavy demands on teachings in preparing a lesson. • Many language areas resist easy rule formulation. • Frustrates students who would prefer simply be told the rule.

8. MOTIVATION

9. According to Harmer(1999), grammar is a set of forms and rules in a language that can help students to generate or create infinitive sentences. Therefore, we though grammar is a basic element learning of languages. Traditionally teaching approach in class, students study grammar deductively; that is, they are given the rules and told to memorize them, and then are asked to apply the rules to other example. It is easy for students to forget the grammar rules when students do not understand the rules. However, students study grammar Inductively; that is, students find out the rules by themselves that can not only help them memorize the rules.

10. METHODOLOGY

11. Lesson 1: Teaching imperative throughactions Teaching approaches • Direct Method: The learners pick up the grammar in much the same way as children require their first language. • Total Physical Response (TPR): It’s based on the principle that learners learn best when they are wholly engaged ( both physically and mentally )in the language learning process.

12. Teaching procedure teacher does actions and students should do the same. the student perform actions while the rest of the class watch. with one student the teacher then demonstrates the meaning of Don’t…by telling the student. the teacher writes down sentences on the board and reads aloud. And students repeat it and write down in their book.

13. Lesson 1 Discussion Learning a language through actions attempts to simulate the experience of L1 learning. Children develop listening competence in advance of the ability speak, so do L2 learners. Moreover, learners allow to focus on understanding the input without the requirement to product the output during the silent period.

14. Lesson 1 Evaluation • The E-factor Using actions to convey the meaning of grammatical items is highly efficient, since it requires little of preparation or translation – Direct Method. The proponents of TPR claim that physical movement engages holistic right-brain processes. At the same time, for successful L2 learning, they are so lack of the stress connect with the pressure to create that accurate sentences reduces. • The A-factor TPR activities are probably best used as one of several different procedures, and are suitable for young learner and beginner. For adult, some advance explanation of the rationale might be a good idea.

15. Lesson 2: Teaching the present simple using realia Realia: It is a term for real objects that are introduced into the classroom for teaching purposes. (ex. pictures of food or real one)

16. Teaching procedure The teacher shows the collection of objects. Then, she tells them they should work out some characteristics of that object. When learners study their object and then pass it on to the other students. The teacher teaches students how to use s/he. It depends on their response the owner is referred to as s/he. Then, the teacher provides vocabulary and students create sentences. And, teacher correct the error. The teacher highlights the final –s, and teach how to use it. Students create a new sentence, and the other students guess the meaning.

17. Lesson 2 Discussion • Visual aids and realia are useful in that they circumvent the need for translation, and they can communicate a greater range of meanings than can action. • The teacher uses real objects to teach students. • The teacher provides vocabulary to express their deductions. • The language-focus stage may make more or less use of grammatical terminology. • The teacher provides sufficient examples for the students to work out the rule through the context.

18. Lesson 2 Evaluation • The E-factor Collecting a sifficiently varied range of objects detracts from the ease of the approach that relies on realia, but this is perhaps compensated for in terms of efficacy. • The A-factor Adult learners may be wary of a style of teaching, so the teacher needs to use realia appropriately for teaching adult learners. However, it is very direct way for lower levels and younger learners to handle meaning, especially solve problems is suitable for serious language learning.

19. Lesson 3: Teaching should have done using agenerative situation Situational Language Teaching: • Generative situation: a situation which the teacher sets up in the lesson in order to generate several example sentences of a structure. • Formal rules can be helpful but cannot be substituted for students' own insight. • Greater tolerance of rules marked a return to a more cognitive approach to language teaching.

20. Teaching procedure The situation can be introduced using board-drawings, magazine, pictures, and so on. The teacher asks students what Andy need to go to Australia, and writes down their points on the board. The teacher explains that Andy made no preparations. She asks students to imagine what happened and construct the story. The teacher elicits students to answer the question on should have Vpp.. The teacher write down the sentences and asks students, working in pairs, to pairs, to add further sentences. Individual students read sentences aloud, and the teacher reminds them of the pronunciation of should have The teacher asks students to make sentences from individual to integrate.

21. Lesson 3 Discussion • The above description represents a type of grammar presentation procedure within which there is scope for many variation. The situation could emerge out of a text the students have read or listened to. However it is established, the situation generates several examples of the targeted grammar item. • The teacher aims to involve the learners more actively in the class, and to monitor their developing understanding of situation and target language. The teacher gives examples, and students works out the rules. • In this stage, students picks up grammatical and lexical information easily from the written form. In the example, the teacher makes sure students understanding of should have done. However, this is no guarantee that learners will formulate the correct rule. It depends on the learners’ command of terminology.

22. Lesson 3 Evaluation • The E-factor A situational context permits presentation of a wide range of language items, serves as the a means of contextualizing the language, helps clarify its meaning, and is likely to be more memorable the grammar rules. All these factors suggest that this approach rates high in terms of efficacy. If students don’t get the rule or get the wrong rule, this kind of presentation takes more time than an explanation. The teacher spend time on presenting language, but students hopes to get more opportunities to practice them. Thus, the generative situation loses points in terms of its economy. Also, it requires the teacher who is able to conjure up situations and who has the time to prepare the necessary visual aids. These factors detract from the ease of this approach. • The A-factor This kind of presentation owes a lot to the fact that it dispenses with the need for translation or explanation. However, translation is not feasible with multilingual classes. The situation presentation is still popular and appropriates with young learners and beginners. But, it should be used cautiously with learners who are in a hurry.

23. The teacher writes down three pairs (a, b) of the sentences and identifies the two verb structures. If students have any doubt, the teacher recaps the rule. The teacher explains asks students to find the rule by themselves. Next, the teacher explains the past simple and present perfect tense by using the timelines. Students do the exercise if they have got the tenses. Teachingprocedure Lesson 4: Teaching the difference betweenpast simple and present perfectthrough minimal sentence pairs

24. Lesson 4 Evaluation • The E-factor The minimal pairs approach is designed to overcome the lack of economy. The minimal pairs presentation combines the best features of an explanation-driven approach and a discovery approach. It’s also relatively easy to plan and set up, and is therefore a useful way of dealing with problems as they arise. Efficacy, it relies on the choice of example sentences. More problematic still is the lack of context, which can sometimes lead students to the wrong conclusion, or, more frustratingly, to no conclusion at all. Time spent sorting out wrong hypotheses can cancel out the advantage this approach has in terms of economy.

25. The A-factor The direct and uncompromising grammar is suitable for adult students who are not deterred by an analytical approach to language learning. Students could solve the problems together. Younger learners, or learners who prefer a more experiential approach to language learning, may find this approach to grammar dry and unmotivating.

26. The teacher gives each three group a different set of concordance lines. Students find out the rule. The teacher monitors the group work, offering assistance where necessary. The teacher re-groups the class and asks students to explain to each other the patterns of form and meaning that they have found for their particular verb, and students report to the class. The teacher summaries infinitives and –ing by drawing the timelines. Students discriminates infinitives from –ing by doing exercise. Teaching procedure Lesson 5:Teaching verbs that take both infinitive and –ing forms, using concordance data

27. Lesson 5 Discussion The teacher has decided to split the data analysis Task The data could be contrived or simplified rather than be authentic, especially for lower levels. By using the computer, students could get a greater number of concordance examples and examples could be instantly resorted according to a variety hof criteria.

28. Lesson 5 Evaluation • The E-factor In common with rule-discovery, it is necessary to balance the losses and gains. One loss is that students take lots of time to work out the rule, but the gain is that students improve their understanding. • The A-factor Learners unused to present linguistic data are likely to be confused. What’s more, it is tougher and puzzled to work out rules for them. On the other hand, it is comfortable to add more motivation for them via using computers.

29. CONCLUSION

30. From this chapter we observed the author indicated many kinds of means the teacher presents pupils with pre-selected language data and encourages pupils to figure out the rules by themselves. Besides, these approaches are designed to offset the shortcomings of deductive. On the other hand, there is the relatively passive and nonverbal role of pupils by using TPR approach. At the same time, there is the fairly teacher-independent and cognitively demanding approach via utilizing concordance data.

31. REFERENCES Thornbury, S. (1999). How to teach grammar. Haolow, England: Pearson Education.