Please enable JavaScript.

Coggle requires JavaScript to display documents.

The role of grammar teaching: From communicative approaches to the Common…

- - - - In the shallow end, teacher provides them with examples from which the learners will have to infer the rules by themselves
      - consciousness-raising, the teacher makes the learners relate the new grammatical concepts to other grammatical information that they already have
      - Another phrase for this inductive approach is consciousness-raising (Rutherford, 1996)
      - CLT dresses up the grammatical structures into communicative functions;
    - - The deep-end methodology claimed that grammar should be acquired unconsciously,
      - Deep-end approaches was also strongly influenced by a rejection of traditional methodologies in which grammatical competence was acquired with the approach of the rule plus drilling methodology
      - In deep-end approaches, was not to teach grammar, as learners would be unable to integrate it within communication processes
      - The deep-end approach is not currently used, as most authors and teachers attach a role to grammar, without diminishing the main target of communication.
- - - - Task-Based Language teaching
        
        Types of TBLT
        
        weak version
        
        focused task (bias to students' lvl so that there's a need to fulfill with specific linguistic structure that were previously learned+practiced)
        
        +comm.skills + grammar accuracy
        
        explicit grammar teaching
        
        more effective
        
        focus on form is presented after authentic input (so communicative process is not interrupted)
        
        focus on form complemented while enabling task that makes learner to control the linguistic form in comm way
        
        grammatical items are repeated throughout syllabus (constant review, learners learn grammar in a whole context)
        
        strong version
        
        unfocused task (task without using specific linguistic structure)
        
        +comm. skills, low accuracy
      - Focus on Form
        
        paying attention to the form, but without going back to focus-on-forms or traditional teaching
        
        drawing the students’ attention to their errors in using correct grammatical structures
        
        first explicit instruction and then making them be aware of the different meanings of the structure
        
        integrated sequence (paying attention both to form and function at the same time)
        
        influenced by cognitive psychology
        
        follows a constructivist framework
      - Cooperative Language Learning
        
        Known as a general instructional approach / collaborative learning
        
        Focus on group or pair work (Student-centered)
      - Content-Based Instruction
        
        Grammar taught within context and learner learn by using it
        
        Example CBI
        
        Choose a subject of interest to students.
        
        Find three or four suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of lectures or even real people.
        
        Divide the class into small groups and assign each group a small research task and a source of information to use to help them fulfil the task.
        
        Then once they have done their research they form new groups with students that used other information sources and share and compare their information.
        
        There should then be some product as the end result of this sharing of information which could take the form of a group report or presentation of some kind.