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HOW TO TEACH GRAMMAR FROM RULES GRAMM - Coggle Diagram

- - - - Rule-driven learning (Grammar-Translation)
        
        ADVANTAGES
        
        -It gets straight to the point, and can therefore be time-saving. this will allow more time for practice and application.
        -It respects the intelligence and maturity of many - especially adult- students, and acknowledges the role of cognitive processes in language acquisition.
        -It confirms many students' expectations about classroom learning, particularly for those learners who have an analytical learning style.
        It allows the teacher to deal with language points as they come up.
        
        DISADVANTAGE
        
        -Starting the lesson with a grammar presentation may be off-putting for some students, especially younger ones. They may not have sufficient metalanguage. Or they may not be able to understand the concepts involved.
        -Teacher explanation is often at the expense of student involvement and interaction.
        -Explanation is seldom as memorable as other forms of presentation, such as demonstration. Such an approach encourages the belief that learning a language is simply a case of knowing the rules.
  - - - Discovery learning
- - - - Limitation:
        
        Rules should show clearly what the limits are on the use of a given form.
      - Simplicity:
        
        Rules should be simple. Lack of simplicity is caused by overburdening the rule with sub-categories and sub-sub-caregories in order to cover all possible instances and account for all possible exceptions.
      - Truth:
        
        Rules should be true
      - Familiarity:
        
        An explanation should try to make use of concepts already familiar to the learner
      - Relevance:
        
        A rule should answer only those questions that the student needs answered. These questions may vary according to the mother tongue of the learner.
      - Clarity:
        
        Rules should be clear. Lack of clarity is often caused by ambiguity or obscure terminology.
- - - - The E-factor:
        
        In terms of efficiency, translation is probably the most economical means of conveying meaning - at least in terms of orienting learners towards a rough idea of the meaning - bearing in mind that translation is always only an approximation. All the teacher has to do is to anticipate instances where the students might overgeneralise, as in the case of the verb soler, and assume that the English equivalent behaves in exactly the same way.
      - The A-factor:
        
        Translation is of course only really possible in monolingual classes and where the reacher has a good command of the students language. In these cases it often seems inappropriate not to use translation, given its speed and efficiency, and especially at elenentary level where explanations in the target language may be over the heads of the students.
  - - - The E-factor:
        
        The efficiency of this approach depends on the kind of rule being explained, and also on the teacher monitoring the learners' degree of comprehension at every stage of the explanation, and responding immediately to any problems they might have.
        The giammar explanation approach is also very easy, in that it involves few if any materials and requires little or no preparation.
      - The A-factor:
        
        As has been pointed out earlier, the deductive appronch is particularly appropriate for adult learners whose learning style and expectations predispose them to a more analytical and reflective approach to language learning. It is particularly inappropriate for very young learners: abstract grammatical concepts such as subject, object and even verb, are beyond their grasp.
  - - - The E-factor:
        
        By having the students study the grammar as a homework task, the saving in class time makes this approach maximally efficient The exercise-writing task acts as an incentive to study the grammar. At the same time time, this exercise-writing task requires students to engage with the rules at a deeper level than conventional self-study exercises normally require, thus increasing the efficacy of this approach.
      - The A-factor:
        
        Relying on students to take some responsibility for their own learning to the extent of putting free time aside to study grammar rules and design exercises may be asking a lot of certain students, especially those who would prefer the teacher to be the source of all grammar input. To work well, this kind of activity may need to be introduced to the students gradually, with the exercise-writing activity taking place initially in class, in pairs or groups, and under the close supervision of the teacher.
  - - - The E-factor:
        
        This approach is only economical in terms of the time spent on it if the students are communicating in English, i.e. getting the fluency practice that is customarily the aim of communicative activities. As long as this is the case, they are killing two birds with one stone. Moreover, the mental work involved in explaining a grammar point to someone else is likely to have a more enduring effect on memory than simply reading the rules and doing the exercise. Having to teach something is a great way of learning it, as most teachers know.
      - The A-factor:
        
        For classes who like talking about grammar, and who, at the same time, are happy to take some responsibility for their own learning, this approach is particularly appropriate. Conversely, students who would feel abandoned by the teacher, and who might be mistrustful of their colleagues' explanations, are likely to react negatively to such an approach, unless assured that the teacher will closely monitor the group work and be available for consultation.