2201408030-Nunuk Evi Arini-Chapter 20

8/6/2019 2201408030-Nunuk Evi Arini-Chapter 20

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FORM-FOCUSED INSTRUCTIONNunuk Evi Arini

2201408030


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The forms of language include the organizational

components of languag

eand t

hesyst

ematicrules that govern their structure. Phonological,

grammatical, and lexical forms occupy the threeprincipal forms of categories that typically

appear in a lannguage curriculum.


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The Place of Grammar

Grammar is the system of rules governing theconventional arrangenment and relationship of words ina sentence.

There are several components of words (prefixes,suffixes, roots, verb and noun endings, etc) are indeed apart of grammar.

Organizational competence is an intricate, complex arrayof rules some of which govern the sentence (grammar),

while others govern we strings together (discourse)


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Organizational competence is neccessary forcommunication to take place, but not sufficient toaccount for all production and reception in language.

Grammar gives us thesemantic and pragmaticsmeaning.

In other words, grammar tells us how to construct asentence (word order, verb, and noun systems,modifiers, phrases, and clauses, etc. Discourse rules tellus how to string those sentences together.

Semantic tell us about something about the meaning (s).

Pragmatics tell us about which several meaning toassign given the context of an utterance or written text.


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Context takes into account such things as

Who thespeaker/writer is,

Who theaudience is,

Where thecommunication

takes place andafter a sentence

in question,

Implied vs.literalmeanings,

Styles andregisters,

The alternative

forms amongwhich a

producer canchoose.


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To Teach or Not to Teach Grammar (Fotos 1994, Doughty &Williams 1998).

Appropriate grammar-focusing techniquesAreembedded in meaningful, communicativecontents,

Contribute positively to communicative goals,Promote accuracy within fluent, communicativelanguage, Do not overwhelm students withlingusitic terminology,

Are as lively and intrinsically motivating aspossible Celce-Murcia (1991) offered sixeasily identifable

variable that can help you to determine the role ofgrammar in language teaching (see figure 20. 1)


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1. AgeDue to normal intellectual developmental variables,

young children can profit from a focus on form if

attention to form is offered through structured-input

and incidental, indirect error treatment. Somewhatother children may benefit as well from very simple

generalizations . Adults, with their abstract intellectual

capabilities, can use grammatical pointers to advance

their communicative abilities.


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Figure 20.1 Variables that determine the importance of Grammar (Celce-Murcia

1991:465)

Focus on formLess important More important

LearnerVariables

AgeProficiencyLevelEducationalBackground

InstructionalVariablesSkillsRegisterNeed/use

ChildrenBeginning

PreliterateNo formaleducation

Listening,readingInformalSurvival

AdolescenceIntermediate

SemiliterateSome formalEducation

SpeakingConsultativeVocational

AdultsAdvanced

LiterateWell-educated

WritingFormalEducational


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2.Proficiency level At this level, grammatical focus is helpful as an occasional

zoom lens with which we zero in on some aspect of thelanguage but not helpful if it becomes the major focus ofclass work.

3. Educational Background Students who are literate or who have no formal educational

backgrounds may find it difficult to grasp the complexity of

grammatical terms and explanation. Highly educatedstudents, on the other hands are cognitively more receptiveto grammar focus.


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4.Language Skills Because of the permanence of writing and the demand

for perfection in grammatical form in written English,grammar focus may be more effective in improvingEnglish than speaking, reading, and writing.

5. Style (register) In casual conversation among peers, for example minor

errors are acceptable, while more formal context usuallyrequire greater grammar accuracy.

6. Needs and goals

These six categories should be looked as generalguidelines for judging the need for consciousgrammatical focus in classroom, but none of thesesuggestion is absolute.


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Issues about How to Teach Grammar

1. Should Grammar be presented inductively ordeductively

In most contexts, and inductive approach is

more appropriate becausea. It is more in keeping with nature language

acquistion (where rules are absorbed littleor no conscious (focus).

b. It conforms moreeasily to the concept ofinterlanguage development in whichleraners progress, on variable timetablethough stages of rule acquistion.


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c. It allows students to get communicative feel

for some

aspects of languag

ebefor

epossiblybeing overwhelmed by grammatical

explanation.

d. It builds more intrinsic motivation by allowing

students to discover rules rather than beingtold them.


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2.Should we use grammatical explanation and

tech

nical terminology in a

CLT

classroom?In CLT classes, the use of grammaticalexplanation and terminology must beapproached with care.

a. Keep your explanation brief and simple.b. Use charts and other visual whenever possible

to graphically

c. Illustrate with clear, unambigous examples.


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3.Should grammar be taught in separate grammaronly classes?

The collectiveexperience of the last two decades or

so ofCLT practice, combined with the research ontheeffectiveness of grammatical instruction.

Grammatical information, whether consciously orsubsconsciously.

Und

er ce

rtain conditions,h

owever, t

hey can provid

ea useful function, especially for high intermediate to

advanced learners.


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4.Should teachers correct grammatical error?

Many stud

ent

errors in sp

eech

and writingperformance aicalre grammatical.

The treatment of grammatical (and discourse) inwriting is a different matter.In process writingapproaches, overt attention to local grammaticaland rhetorical (discourse) errors is normally delayeduntil learners have completed one or two drafts.


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Grammar Techniques

Following are some sample techniques for teaching,using Sandra McKays (1985) classifications

1. ChartsCharts and graphs are useful devices for practisingpatterns, clarifying grammatical relationship, andeven for understanding sociolinguistic and discourse

constraints.

2.ObjectObject brought into classroom not only liven up thecontext but provide a kinesthetic, hands-on dimensionto your teaching.


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3.

Maps and drawings Maps in the discussion about group work, are

practical and simple visual aids in a classroom.

For example, maps can stimulate learners use of

o prepositional phrases (up thestreet, on theleft, over the hil, etc)

oQuestion form (where, how do I go to, canyou tell me is this, etc)

oimperatives


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4.Dialogues

Dialogu

es ar

ean ag

e-old t

ech

nique

forintroducing and practicing grammatical points.

5.Written Texts

A text might be used to get at a certain verb

tense.


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Grammar Sequencing In Textbooks AndCurricula

Grammar sequencing received a great deal of

attention t

he1950s and 60s w

hen curricula andtextbooks were organized around grammatical

categories.

Grammatical categories are one of several

considerations in curricular sequencing.


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A Word about Vocabulary Teaching

Current practices in teaching vocabulary,h

owever ar

enot simply a r

ebirt

hof t

hesam

emethods of half century ago. Rather than

viewing vocabulary items as a long boring lists ofwords to be defined and memorized, lexical

forms are

see

n in the

ir central rol

eincontextualized, meaningful language.


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Below are some guidlines for the communicative

treatment of vocabulary instruction.1. Allocate specific class time to vocabulary

learning.

2. Help students to learn vocabulary in context.

3. Play down the role of bilingual dictionaries.

4. Encourage students to develop strategies fordetermining the meaning of words.

5.

Engaged in unplann

ed vocabulary t

each

ing.


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2201408030-Nunuk Evi Arini-Chapter 20

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