Please enable JavaScript.
Coggle requires JavaScript to display documents.
How to teach grammar from rules - Coggle Diagram
How to teach grammar from rules
Some rules for teaching grammar
The Rule of Context: Teach grammar in context. If you have to take an item out of context .
The Rule of Relevance: This means, start off by find what they already know.
The Rule of Economy: This means economising on presentation time in order to provide maximum practice time.
The Rule of Nurture: Therefore, try to provide the right conditions for grammar learning.
The Rule of Use:Teach grammar in order to facilitate the learners' comprehension and production of real language
Examples of descriptive rules
You do not normally use the with proper nouns referring to people. We use used to with the infinitive (used to do, used to smoke etc.) to say that something regularly happened in the past but no longer happens.
Sample lesson
Discussion
The success of a good explanation depends in part on the students'
understanding of the metalanguage
designed to test the learners' grasp of the rule, and to prepare
them for independent practice
In the presentation the teacher uses an ill explanation to highlight feature of English syntax this is uses to adopted and see structures.
Students study two questions and to think about the differences.
The teacher explains the difference, pointing out that to form questions
Teachers presentation grammar
It i will have illustrations
It will be short
Students will understand what will be checked
Students should perceive the rules and relate it with real context.
Procedures required that students use what they learn and says other example of the use the rules.
Deductive approach
Disadvantages
May be off-putting to the students
Encourages teacher-fronted, transmission-style classroom, discourages student involvement/interaction
Explanation is seldom as memorable as other forms of presentation.
Encourages belief that learning a language is simply a case of knowing the rules
Advantages
It gets straight to the point, and can therefore be time-saving.
Respects the intelligence and maturity of many students, and acknowledges the role of cognitive process in language acquisition
Confirms many students' expectation about classroom learning
Allows the teacher to deal with language points as they come up
Starts with the presentation of a rule and is followed by examples in which the rule is applied. (rule-driven learning)
Related with grammar.translation method
Inductive approach
Starts with some examples from which a rule is inferred. (discovery learning)
Advantages
Students are more actively involved in the learning process, rather than being simply passive recipients.
It is an approach which favours pattern-recognition and problem-solving abilities which suggests that it is particularly suitable for learners who like this kind of challenge.
Working things out for themselves prepares students for greater self-reliance and is therefore conducive to learner autonomy.
If the problem-solving is done collaboratively, and in the target language, learners get the opportunity for extra language practice
Metalanguage
Language to talk about language
What makes a good rule?
Truth of a rule
need to be compromised for the rule to stay clear and simple.
Limitation of a rule
should show clearly what the limits are on the use of the given form.
Clarity of a rule
should always be clear. Lack of clarity is often caused by ambiguity or obscure terminology
Simplicity of a rule
should be simple to cover all possible instances and account for all possible exceptions of the rule.
Familiarity of a rule
An explanation should try to make use of concepts the students are already familiar.
Relevance of a rule
A rule should only answer those questions that the learner needs answered.
