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:pencil2:GRAMMAR TEACHING (SYLLABUS (Can be mixed or layered) (Functional,…
:pencil2:
GRAMMAR TEACHING
SPOKEN GRAMMAR :smiley:
More complex in sentence structure
Less lexically dense
More Grammatically Intricate
More clauses
Cannot be taught like how written language is taught.
WRITTEN GRAMMAR
:fountain_pen:
Used for:
1)Action, 2)Information 3.Entertainment
More lexically dense
Serve different purposes than written language
Examples:
Recount, Narrative, Procedure, Information Report, etc.
:silhouettes:
Teaching
Product Approach
Inductive Approach
Method
Teacher presents samples of language for students to find patterns
Students have to come up with intuitive understanding of the rule
PROS
Fits learners' existing mental structures
Demands greater cognitive depth
Rules learnt will be remembered better
More attentive and motivated
Greater self-reliance and autonomy
Focuses on pragmatic use
CONS
Time spent more on finding out the rule rather than practicing it
Students may hypothesize the wrong rule
Could mislead students into thinking that finding out the rules is the objective of language learning
Deductive Approach
Method
PRACTICE
Repetitive Practicing of an isolated structure
Does not lead to the using of the "mastered" structure during meaningful conversation
CONSCIENCE RAISING
(can also be inductive)
Understanding of an isolated structure through analysing & studying the structure in various data (Concept-Forming in Orientation)
Comparing
Integrating
Only when the learner is ready (Pienemann's Teachability Hypothesis)
Noticing
PROS
Straight to the point
Time efficient
More time for practice
Teachers don't have to anticipate random grammar points to teach
Focuses on Form
CONS
Students without proper metalanguage background may find it tough to follow
Teacher Fronted teaching style
Explanations seldom memorable
Encourages belief that language learning is all about mastering rules
May not be able to apply it pragmatically
Process Approach
A.K.A Inductive
SKILLS APPROACH
Noticing as Skill
Notice
grammar
while making sense of the
language in context
When done as
product teaching
, it can be limiting as actual context can be absent
Grammaticization
Applying grammar to language
Can be done inductively/deductively
Reflection
Students will be able to understand and apply the grammar skills in their own usage
A UNIT
Organizational Level
What's the organisational framework? (see Syllabus part of mind map)
How do the activities in the unit contribute towards the end product?
Are all language skills present?
Where do the grammar and vocabulary component come in and do they work in conjunction with the rest to produce the final end product?
Skills / Language Use Level
Do activities match Learning Objectives?
Textbooks should suggest how language skills are taught
Explicit integration to other skills?
Do activities test or teach/develop?
How does activity contribute to final task/unit?
Is
"skills to grammar"
integration made explicit?
Methods
CONSCIENCE RAISING
(Can be done deductively or inductively)
Understanding of an isolated structure through analysing & studying the structure in various data (Concept-Forming in Orientation)
Integrating
Only when the learner is ready (Pienemann's Teachability Hypothesis)
Comparing
Noticing
Not suitable for young learners / learners who do not speak English as the first language
Suitable for students who prefer studying and analysing as compared to drill/practice
PRACTICE
Repetitive Practicing of an isolated structure
Does not lead to the using of the "mastered" structure during meaningful conversation
ASSESSMENT
Discrete Point Testing
PROS
Covers large range of text formats
CONS
Decontextualised
Integrated Approach
PROS
Practice grammar through various productive skills
CONS
Subjective and inconsistent
PERFORMANCE RICH TASKS
PROS
Requires deep understanding before students execute tasks which allows for meaningful learning and retention of skills learned
CONS
Time consuming to plan and needs collaboration with many other subject departments
SYLLABUS
(Can be mixed or layered)
Functional
Notional
Skills-Based
Topical
Situational
Structural
Tasked-Based