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Teaching Grammar as Skill

Teaching Grammar as Skill. Understanding Teaching Grammar as a Skill. 1. Noticing as a Skill 2. Teaching grammar as grammaticization 3. Reflection. 1. Noticing as a Skill. Notice grammar in context Listening and reading tasks

molly-delgado
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Teaching Grammar as Skill

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  1. Teaching Grammar as Skill

  2. Understanding Teaching Grammar as a Skill • 1. Noticing as a Skill • 2. Teaching grammar as grammaticization • 3. Reflection

  3. 1. Noticing as a Skill • Notice grammar in context • Listening and reading tasks • Learners are given tasks that require top-down processing. But at the same time asked to notice the grammar • More authentic and real life • However, realistic only because already have some control over grammar

  4. Example (From Batstone, 1994) • Bill: Hi Jane. How’s life? • Jane: Terrible, since you ask. I didn’t get that job I applied for – the one I told you about – and my cat started eating the carpet again. Oh, and my sister arrived recently and decided to stay with me. We both are going to study at the university so we’re spending a lot of time together on making preparations.

  5. 2. Teaching grammar as grammaticization • General trend – from lexis to grammar • Teaching, however, from grammar to lexis • Instead of giving learners the grammar – give them the words instead: • arriveAlileaveSiti • what will students make out of this? • Contextual void

  6. Example • arriveAlileaveSiti • Provide cues: • Situation1: You know that Ali doesn’t like Siti • Situation 2: Ali and Siti are good friends, but Siti has a prior engagement. • Siti arrived so Ali left • Ali arrived, but Siti had to leave.

  7. 3. Reflection • With process teaching, sometimes students don’t get that teaching has occured • Reflect on the quality of the language they are using, appraising strengths and weaknesses. • A reflection stage: Post task stage • Critically reflect – compare what has been said and what could have been said. • Practical constraints – pressure for Ss to assess own work. Therefore, must provide non-threatening context

  8. Example • Option 1: After you have finished your dialogue, try to remember some of the things you said. How did you express some of your points? How well do you think you expressed them? • Option 2: Record your dialogue. When finished, listen again to what you said and discuss the language you used. Which points are you happy with, and which do you think you could improve? Think particularly about expressions you used to persuade the other person

  9. Example (cont) • Option 3: Before you start your dialogue, work with your partner and make brief notes of what each of you might say. Check your plan with the teacher, then pass it over to another pair of students. Afterwards discuss and compare what you actually said. • Option 4: Work in groups of four. As one pair acts out the role play, the other pair listens for how verbs are used. When both pairs have finished, discuss what you did well and what you would like to improve. Report your summary to the class and to the teacher.

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