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How To Teach Grammar - Coggle Diagram
How To Teach Grammar
Cases For Grammar
-learners who receive no instruction seem to be at risk of fossilising sooner than those who do receive instruction
-Highly motivated learners with a particular aptitude for languages to achieve amazing levels of proficiency without any formal study
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- A lot of communication mileage out if simply stringing words and phrases together
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Example:
1) Last monday night i was boring in my house
2) After speaking a lot time with him i thought that him attracted me
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-The expectations that teaching will be grammar-focused may stem from frustration experienced at trying to pick up a second language in non stop classroom setting, such as through self-study or through the immersion in the target language culture
- The teacher who ignores this expectation by encouraging learners simply to experience language is likely to frustrate them
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-The number of possible new sentences is constrained only by the vocabulary
of the learner's command and their creativity
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Example:
Richard Schmidt he noticed that the grammatical items he learn in class when he experienced interaction naturally with native speaker.
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-A discrete item is any unit of the grammar system that is sufllciently narrowly defined to form the focus of a lesson
Example: present continuous, definite article, , possessive pronouns, verb etc
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-A transmission view sees the role of education as the transfer of knowledge from those that have the knowledge to those that do not
-The need for rules, order and discipline is particularly acute in large classes of unruly and unmotivated teenagers where allowing learners to experience the language through communication
Cases Againts Grammar
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-Learning, according to Krashen, results from the formal instruction, typically in grammar, and limited use for real communication
-Acquisition is a natural process.It occurs (Krashen) when the learner is exposed to the right input in the environment so that innate learning capacities are triggered
-Success in a second language is due to acquisition, not learning.Learnt knowledge can never become acquired knowledge
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-The idea of innate universal grammar helps explain similaritics in the developmental order in first language acquisition as well as in second language acquisition
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-In 1970s, theorists have been arguing that grammatical knowledge (linguistic competence) is merely one component of what they call communicative competence.
-Communicative competence involves knowing how to use the grammar and vocabulary of the language to achieve communicative goals, and knowing how to do this in a socially appropriate way
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Example:excuse me? , so far so good, what on earth? , have a nice day etc
-Acquiring chunks of language not only saves the learner planning time in the cut and thrust of real interaction, but seems to play a role in language development too
- some writer have proposed a lexical approach to teaching, in contrast to the traditional emphasis on sentence grammar
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-The teacher need to respond sensitively based on the situation to provide balance where possible and negotiation where needed
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