Teaching grammar final
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Unit 4Teaching GrammarTeaching Language as a SystemPhD. Norma Flores
Cristina AguileraHector NoriegaMarcela MirandaBogard Rerjis
4.1 The importance of teaching grammar
Grammar is the way words are put together to form correct sentences.
Spelling is forming words from letters.
Crsitina Aguilera
Grammar
GrammaticalStructure
Grammatical Meaning
Grammatical Terms
Past tenseNoun pluralComparison ofadjectives
Affect how units of language are combined
Units of Language
Parts of a sentence
Parts of speech
SentenceClausePhrase wordmorpheme
NounVerbAdjectivesAdverbsPronounsAuxiliary verbsModal verbsDeterminersPrepositions
Common & proper
Describes a nounDescribes a concept describe by the verbSubstitutes a nounIs in is goingCan, must, mayThe, a, all, some, manyIn, before, of, according to, despite
Mistakes are occasional inconsistent slips.
Errors are, mis-learnerd generalization
Building blocks
4.2 Factors involved in teaching grammar
Creating a path to a good
understanding of English grammar.
Hector Noriega
Depending of the learner
Age
Personality
Learning style
Previous experience
Motivation
Selfesteem
Empathy
Inhibition
Capacity for risk taking
Cognitive and Environmental
Strategies
Stages of the learning process
Ways to store the information
Size of the group
Type of approach
Sequence
Order of difficulty
Language dimensions interconnected
Grammar
Semantics
Pragmatic
Deductive
InductiveDiscover rulesProgress by stagesmotivation
Rules giver by the teacherPractice
4.3 Teaching Grammar Techniques
Marcela Miranda
CLT in the classroom(Communicative Language Teaching)
Explanation, brief, clear and simple.
Use visuals
Cognitive styles
Teachers do not know everything
Mother tongue if needed
Grammar TechniquesGrammar techniques should be meaningful, lively, motivating, communicative, they should promote accuracy and are fluent.
Using charts and graphs
Objects
Maps or simple drawings
Dialogs
Written text
Listening to stories
Piling up events
4.4 Identification of problem areas in
teaching grammar.Teaching grammar structures without context.
Text books contain manipulative drills grounded in shallow and artificial contexts, so these drills become rather meaningless so students (Walz,1989)
The inductive approach can be frustrating. Adolescents and adult learners have become analytical with regard to the rules that govern their native languages.
No language teaching should be driven by grammar instruction alone.
Bogard Rerjis
Whole language teaching |P.A.C.E| (Donato and
Adair-Hauck)
P-RESENTATION• Presenting the
(whole) language in a Thematic and contextualized way.
• The presentation should adequately represent the structure in question.
• Presentation should be interactive
A-TTENTION• Highlighting
some regularity of the language.
• Asking about patterns found in text
• Get learners to focus attention on the target form without needless elaboration or waste of time.
C-O-CONSTRUCT• Learners and
teachers should be co-constructors of grammatical explanation.
• Assistance in raising the students awareness about the target structure
E-XTENSION• This activity
will allow leaners to use their new skill creatively.
• The activity should be thematic related.
• They are not work sheets.
CONCLUSION
“Language learning is a thinking process, or from the learner´s viewpoint, a guessing game. Teachers need to design cognitively demanding activities that will encourage learners to hypothesize, predict, take risk, make errors, and self-correct.” (Fountas and Hannigan 1989).
By doing so, the learners become active participants in the learning process.
Reference listKrashen, Stephen (1982). Principles and Practice in Second Language Acquisition. Pergamon Press. ISBN 0-08-028628-3. Retrieved 2010-11-25.
Startvik, j. and Leech, G. (1994). A communicative grammar in English. New York, New York, USA.
Stern, H. (1984). Fundamental Concepts of Language Teaching. London, Great Britain.