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EDU 3200 Teaching Grammar in TESL

EDU 3200 Teaching Grammar in TESL. Integrating Grammar into the Classroom . Deductive and Inductive approaches to teaching grammar A deductive approach starts with the presentation of a rule and is followed by examples in which the rule is applied

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EDU 3200 Teaching Grammar in TESL

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  1. EDU 3200 Teaching Grammar in TESL Integrating Grammar into the Classroom

  2. Deductive and Inductive approaches to teaching grammar • A deductive approach starts with the presentation of a rule and is followed by examples in which the rule is applied • An inductive approach starts with some examples from which a rule is inferred (Thornbury, 1999, p. 29)

  3. Advantages of a Deductive Approach • Gets straight to the point; time-saving • Respects the intelligence and maturity of students, esp. adults • Meets expectations about learning • Allows teacher to deal with grammar points directly

  4. Disadvantages of a Deductive Approach • A turn-off as students may be expected to have considerable metalanguage • Teacher-fronted, transmission style; teacher explanation vs. st. interaction • Explanation is less engaging than other forms of presentation – e.g. demos • Encourages viewing lang. as declarative (Thornbury, 1999, p. 30)

  5. Advantages of an Inductive Approach • Self-discovery leads to better integration • Students are more actively engaged • Favours students who like pattern recognition and problem solving • Allows for added language practice through problem solving group work • Prepares students for autonomy

  6. Disdvantages of an Inductive Approach • Time and energy needed • Time on understanding rule vs. time on productive activity • Hypothesise the wrong rule • Demands on teacher in planning a lesson • Can frustrate some students who prefer to be simply told the rules (Thornbury, 1999, pp.54-5)

  7. Three Dimensions of Grammar Teaching FORM – How is it Formed? MEANING – What does it mean? USE – When/Why is it used? Larsen-Freeman, 1991

  8. Three Dimensions of Grammar Teaching • Form/Structure; Meaning/Semantics; Use/Pragmatics and Discourse • Every grammatical structure can be analysed according to these three dimensions • Teacher’s task is to identify the learning challenge for his/her set of students (challenge principle)

  9. Ensuring Interest in Grammar Activities (Ur, 1988) • Careful selection of the non-linguistic topic of the activity • Providing a visual focus • Open-endedness in responses • Information gaps and personalisation • Ensuring pleasurable tension through game-like activities • Building an entertainment element into the activities

  10. Grammar in Communication • Assist in developing “(a) an awareness of grammatical choice, and (b) the capacity to make the appropriate choices according to given contextual constraints” (Rea Dickins & Woods, 1988, p. 636).

  11. General Criteria for Grammar Activities • Whether the presentation is explicit or implicit depends on the situation and learners involved • Structures should be integrated in some sort of context or language system • There should be a skills-getting and a skills-using phase • Practice should be meaningful and help Ss become sensitive to the structures involved • Feedback should be built in into the practice

  12. In the Classroom (Celce-Murcia & Hilles, 1988) • Presentation of the grammar structure • Focused practice for manipulating the structure • Communicative practice where the structure is used in communicative activities • Teacher feedback and correction

  13. In the Classroom (Penny Ur, 1988) • Presentation • Isolation and explanation • Practice • Test

  14. In the Classroom (The P-P-P Model –see Thornbury, p. 128 & Ch. 8) • Presentation – grammar explanation • Practice – to achieve accuracy • Production – achieve fluency • Logical appeal • Assumption: language is learnt in bits and is linear • Assumption: Accuracy always precedes fluency

  15. In the Classroom (Task Based – see Thornbury, p. 129 & Ch.8) • Task • Teach • Task • Perform a communicative task • Teach language that could be used • Re-perform the task

  16. In the Classroom (The 3E Model -Sysoyev, 1999) • Exploration – Student given examples and asked to find patterns • Explanation – With the patterns found, Ss and teachers summarise what has been discovered • Expression – Ss start practicing the production of meaningful utterances in meaningful and communicative tasks

  17. In the Classroom (The PACE Model -Donato & Hauck, 1992) • P – presentation of meaningful language; Presentation of language as a whole • A – Attention; Focus the students attention of selected items in the presentation part • C – Co-construct an explanation; Ss and Teachers work together; Teacher can use questions to guide Ss • E – Extension activity; allows Ss to use knowledge in a creative way; NOT worksheets – puts the “whole” back

  18. In the Classroom (PACE and Whole Language) • The teacher foreshadows the grammar explanation through the use of integrated discourse (e.g. a story) • The teacher uses “multiple passes” and recycles the story which deepens comprehension • Once meaning is clear, T turns attention to form; Both T and Ss co-constructs grammar explanation • Extension activities to allow meaningful use

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