What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
-
Upload
muhammad-izwan-afiq -
Category
Documents
-
view
220 -
download
0
Transcript of What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
1/55
Teaching grammar to young learnersHans Mol and Ma Xin
and
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
2/55
Your trainersHans Mol Ma Xin
MA
Teacher, trainer, writer, producer IATEFLs YL SIG committee
Young learner materials Real English & Early Start (Holland), Take
Shape (Mexico, Macmillan, 2010), Tricks(Eastern Europe), Rokus Klett, 2010;Onestopenglish; Next Stop (Mexico and LatinAmerica, Macmillan); English Campus;
Grammar for Young Learners (OUP);Supasongs (FracasEnglish)
Materials for teenagers, young adults andadults Link-up (Klett); Tourism and Hospitality
English (Garnet), Attitude (Macmillan), Newoutlook
MA, PhD Candidate
English teacher and teacher trainer atSchool of Foreign Languages andLiteratures, Beijing Normal University
research interests include
in-service and pre-service teachertraining
teacher change
ELT methodology materials development.
In recent years, she has participated in anumber of projects related to teacherdevelopment and textbook writing.
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
3/55
What is grammar? is the kind of
question that seems easy to
answer until somebody asks it.
Michael Swan
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
4/55
What is grammar?
A a system of rules and tools
B a process that lets youcommunicate with other people
C an important professional skill for
teachers
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
5/55
What is grammar for?
A the learn about the system of
EnglishB to communicate in English
C to give me status as a teacher / to
tell my students how English works
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
6/55
Whats the right grammar?Would you mind turning that
down?
A Sure
B No
C Yes
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
7/55
Grammar is emotion
Grammar is such a waste of
time, lets get rid of it.
Grammar is very, very
important for the children.
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
8/55
With the rise of communicative methodology inthe late 1970s, the role of grammar instruction insecond language leaning was downplayed, and itwas even suggested that teaching grammar was
not only unhelpful but might actually bedetrimental. However, recent research hasdemonstrated the need for formal instruction forlearners to attain high levels of accuracy.
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
9/55
Is there any grammar in this?
A Coffee?
B Please.A Milk? Sugar?
B No milk. One sugar. Thanks.
A Toast?
B No thanks.
A Juice?B Mmm.
Scott Thornbury, 2001
A Would you like some coffee?
B Yes, I would like some of thatcoffee, please.
A Do you take milk?
B I dont take milk. But I willtake one sugar, please. Thanks.
A Would you like some of thistoast?
B Id prefer not to have any ofthat toast, thanks. ()
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
10/55
Grammatical complexity Do you think you could open
the door?
Open the door. Would you mind opening thedoor?
I wonder if you would be sokind as to open the door?
Can you open the door? The door!
I wonder if you would be sokind as to open the door?
Would you mind opening thedoor?
Do you think you could openthe door?
Can you open the door?
Open the door. The door!
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
11/55
So
Is grammar less importantfor children than it is for
adults? Is grammar only important
for speaking and writing?
Is grammar a thing or is it
something that happens? Scott Thornbury
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
12/55
Form and function: process and product
practice strategy - skill
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
13/55
Krashens viewpointto abandon grammar teaching
teaching grammar results in learned knowledge, onlyavailable for monitoring utterances that learners produce usingtheir acquired knowledge (limited value)
teachers should concentrate on providing lots ofcomprehensible input so that learners can acquire a secondlanguage naturally like children acquiring their mother language.
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
14/55
Ellis viewpointTo adapt grammar instruction to learners
students are often convinced that learning grammar is of value
to them and, therefore, expect the teachers to teach grammar
Krashens claim that learners acquire grammar naturally is not
entirely correct for second or foreign language learners.
we should find a way of teaching grammar that is compatible
with how learners learn grammar.
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
15/55
Some research shows
Learners do not seem to master the grammar of
a second language even when they get plenty of
comprehensible input. Studies of learners in
immersion classroom have shown that even
after ample exposure to the target languagelearners continue to make a lot of grammatical
errors.
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
16/55
What was said this morning Richard Johnstone
Explicit transfer of language concepts from L1 to T a
supportive factor attention to form in ways that go beyondrecasts (Richard Johnstone)
Tom Scovel We must prioritize and not attempt to teach all of the grammarE.g. past perfect tense infrequent in speaking or writing or science
writing (except fiction) What is easy to hear, and easy to see, is easy to remember, is
easy to learn. Listen for grammar.
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
17/55
Aims of grammar in EFL
strengthen grammatical accuracy in a fun andpurposeful way
teach learners to express themselves as clearly aspossible with confidence
increase grammar awareness among young
learners meet learning styleswherever possible(Gordon Lewis, Hans Mol, 2009)
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
18/55
Ideally
we should find a way of
teaching grammar that is
compatible with how learners
learn grammar.
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
19/55
Grammar presentation methods
The deductive method
The inductive method
The guided discovery method
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
20/55
The deductive method
ReasoningAnalysing
Comparing
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
21/55
How is it done?The teacher
Draws attention to an example on the board or in the textbook.
Explains the underlying rules regarding the forms and positions of certain structural
words
explanations often in students native language using grammatical terms.
comparisons can be made between the native language and the target language or between
the newly presented structure and previously learned structures.
The students
Practise applying the rule to produce sentences with given prompts
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
22/55
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
23/55
Pros and cons of the deductivemethod It often teaches grammar in an
isolated way Little attention is paid to
meaning
Practice is often mechanical
It can save time if the students
have the reasoning ability
It can be useful if the aim is
exam preparation
It can make students have a
sense of achievement.
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
24/55
The inductive method
ObservingReasoning
Learning
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
25/55
How does it work?
The teacher
provides learners with authentic language in meaningful context
ensures learners can realise what the rules are without explicit explanation
believes that the rules will become evident if the students are given enough
appropriate examples
The students
study examples of language in use and draw their own conclusions about
what is happening
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
26/55
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
27/55
The guided discovery method
Observing
Reasoning
Analysing
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
28/55
How does it work?The students
are stimulated to discover rules by themselves
The teacher
carefully guides the process of discovery and assists
elicits the rules
teaches the rules explicitly
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
29/55
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
30/55
Work in groups of four. Discuss theadvantages and disadvantages of the
three methods of teaching grammar.
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
31/55
Meaningful input meaningful practise
Requirements Pre-learning (noticed + short term memory)
Volume and repetition Success orientation Heterogeneity Teacher assistance Interest
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
32/55
Grammar practice
Mechanical practice
Meaningful practice
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
33/55
Mechanical practice
Substitution drills
Substitute the underlined part with the
proper forms of the given words
green lawn/clean house/pretty garden/nice flowers
Mrs. Green has the largest house in town.
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
34/55
Change the following sentences into thepast tense. Use the adverbs given in thebrackets.
Now he lives in London. (last year, Paris)
We have English and math today.( yesterday, music and P.E.)
He usually gets up at seven. ( thismorning, eight)
Mechanical practice
Transformation drills
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
35/55
Work in groups of four and discuss:
(1) What is the purpose of mechanical drills?
(2) What are the advantages and disadvantages?
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
36/55
Meaningful practice
Using prompts for practice Using pictures prompts Using gesture prompts
Using information sheets prompts Using key phrases or word prompts Using chained phrases for story telling
Using created situations
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
37/55
Meaningful practice
Using an information sheet as prompt
Cheap Healthy Tasty Fattening Important
Beer
Water
Fruit
Cigarette
Alcohol
Milk
Look at the table below. Rank the items on the leftcolumn according to the criteria listed on the top.
Hans Mol and Ma Xin,
Beijing 2009
f l
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
38/55
Meaningful practice
Using transformation drillsHans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
39/55
Work in groups of four and discuss
(1) What is the purpose of meaningful practice?
(2) What are its advantages and disadvantages?
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
40/55
Task types Input tasks: seeing or hearing
examples
Noticing tasks: focusing
Awareness tasks: analysingexamples or looking fordifferences
Check-up tasks: questions ormini-tasks
Game tasks: playing withgrammar
Experimentation tasks: trying itout
Listening or reading tocomprehend
Listen or reading to notice
Understanding
Checking
Trying
Rod Ellis, 2002
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
41/55
Input tasks Grammar Time 1, Sandie Jervis, 2000 Input Practise Noticing Volume Repetition
Success Heterogeneity Interest
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
42/55
Input task
All Aboard, Paul Davies, 2004
Input Practise Noticing
Volume Repetition Success Heterogeneity Interest
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
43/55
Noticing tasks
Picture Grammar for Children, David Vale, 1998
frequency, withvariation
Input Practise Noticing Volume Repetition Success
Interest
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
44/55
Awareness taskA song A worksheet
Whos got a dog?is a song from
Input Practise Noticing
Repetition Success Heterogeneity Assistance Interest
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
45/55
Check-up tasks Grumpy Grammar, Louis Fidge, 2003 Input Practise Noticing Repetition Success Heterogeneity
Assistance Interest
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
46/55
Check-up tasks
Grammar Time, Sandie Jervis, 2003
Input Practise Noticing Repetition Success Heterogeneity Assistance
Interest
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
47/55
Game tasks
Early Start, Hans Mol, 2005
Input Practise Noticing Repetition Success Heterogeneity Assistance Interest
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
48/55
Game tasks
Grammar for Young Learners, Gordon
Lewis and Hans Mol, 2010
Input Practise Noticing Repetition
Success Heterogeneity Assistance Interest
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
49/55
Experimentation tasks
All Aboard 6, Paul Davies, Katharine Mendelsohn,
2005
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
50/55
Experimentation tasks
All Aboard 6, Paul Davies, Katharine Mendelsohn,
2005
Input Practise Noticing Repetition Success Heterogeneity Assistance Interest
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
51/55
Employers dont attach greatvalue to grammar
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
52/55
Lets have a break The family questionnaire
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
53/55
Conclusion
The understanding ofhow to teach grammar is just ascontroversial as what people feel about the value of
grammar in language teaching.
We believe that teaching grammar is necessary forforeign language learners and the three ways of teachingwe introduced all have their merits and drawbacks.
The best way is to vary methods according to our specificteaching objectives, teaching contents, students ages andneeds, and our teaching and learning context.
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
54/55
We shouldn't
lose sight ofthe one thing
children do
best:
have fun.
Kenna
Bourke
Hans Mol and Ma Xin,
Beijing 2009
-
7/30/2019 What's Grammar Anyway - Hans Mol and Ma Xin NAFLE October 2009
55/55
Session reflections
What is your opinion on the value of teaching and
learning grammar?
What have you learned from this session?
Hans Mol and Ma Xin,
Beijing 2009