Please enable JavaScript.
Coggle requires JavaScript to display documents.
:check: HOW TO TEACH GRAMMAR FROM RULES :check: - Coggle Diagram
:check: HOW TO TEACH GRAMMAR FROM RULES :check:
:eight_pointed_black_star: A DEDUCTIVE APPROACH :eight_pointed_black_star:
A
deductive
approach starts with the presentation of a rule and is followed
by examples in which the rule is applied. :pencil2:
inductive approach starts with some examples from which rule is inferred. :!:
This helps for practice and students got involved only reading and writing, and little attention including pronunciation. :red_flag:
It's important take in count, this approach does require teachers with sufficient proficiency in both languages. :check:
Sample Lesson 1: Using a rule explanation to teach question formation. š
In the presentation the teacher uses an illustrated explanation to highlight , feature of English syntax, the Same kind of presentation could be used, with a little adaptation, for teaching other syntactic structures. š
The teacher writes a sentence and the students have to identify the structure like verbs, pronouns, noun etc. š
The teacher asks the students simply to think about the difference, but not necessarily to verbalise it. šØāš»
Doing this gives the learner unpressured time in which to reflect on, and understand, the material being presented. š āāļøšāāļø
The eficiency 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 and responding immediiltely to any problems they might have.
Sample Lesson 3: Teaching articles using grammar worksheets.
The following procedure attempts to centre the teaching-learning process more on the students.
Giving them more for their learning, and providing more opportunities for real communication, even if the topic of conversation is grammar.
This lesson is based on the belief that, given the right incentive,learners can
teach each other.
They are learning about the language and getting communicative practice
at the same time.
This approach is only economical in terms of the time spent on it, so in this way students are communicating in English getting the fluency practice that is customarily the aim of communicative activities.
:pen: RULES AND EXPLANATION :pen:
The pros and cons of a rule-driven approach hinge on the quality of the rule explanation and it has a stages.š²
Truth:
Rule must bear some resemblance to the reality it is describing.
In this way the student relates it and learns faster because they have lived it. šØāš»
Clarity:
The rules must be clear.
The lack of clarity is often caused by poor explanation by the teacher.šāāļø
Limitation:
Rules should show clearly what the limits are on the use of the words.
Because as we know many words have different meanings as well as uses. š āāļø
Familiarity:
An explanation should try to make use of concepts already familiar to the learner.
Few learners have specialized knowledge of
grammar and many times they cant describe the grammar of their own language.š
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. šØāš»
Simplicity:
We must avoid overloading the rule with its categories and subcategories, to cover all possible cases and account for all possible exceptions.
This will confuse the students š¤š¤
Sample Lesson 2: Teaching used to using translation. š
The teacher is also aware of the hazards of translation, and takes care to anticipate these.
In terms of efficiency, translation is probably the most economical means of conveying meaning.
Students must bearing in mind that translation is always only an approximation.
Translation requires minimal mental processing, and hence loses in efficacy.
Sample Lesson 4: lesson 4: TeachIng word order using a self-study grammar.
A way to help the learners to help themselves is by encouraging them to take advantage of self-study resources.
These grammars are potential sources of learner-directed grammar learning, both in the classroom and out of the classroom.
Having the students design their own exercise is a particularly important task, since this helps them to engage with the rule at a productive.
