Please enable JavaScript.
Coggle requires JavaScript to display documents.
Mindmap Reading on Grammar Instruction - Coggle Diagram
Mindmap Reading on Grammar Instruction
Teacher's Corner: Teaching Grammar for Communicative Competence
Grammar Translation Method (GTM)
: often taught grammar separate from the larger contexts in which language is use.
GTM failed to provide students with the ability to use language communicatively in speaking and writing.
Audio-lingualism (ALM):
focus on developing communicative competence.
does not mean an absence of grammar instruction but rather grammar instruction that leads to the ability to communicate effectively.
"Teaching grammar communicatively": grammar instruction and lessons are not limited to introducing a grammar item or items, having learners do controlled exercises, and then later assessing students on their ability to understand grammar items.
Designing grammar lessons to include a communicative task or activity.
A communicative grammar lesson give students the opportunity to practice the target grammar item through specific communicative tasks and activties.
Beginning Stage: focus on accuracy while fluency becomes more important during practice stage.
(DeKeyser 1998) Communicative tasks are important because they allow learners to practice the target grammar feature under "real operating conditions."
A communicative task should provide students the opportunity to use language to communicate.
Activities: games, role-plays and discussion often take place in the the communicative stage of a grammar lesson.
Games are an excellent method of communicative grammar practice because they allow students the opportunity to practice and develop language skills in an enjoyable and low-stress manner.
“Grammar Games” Resource #1:
https://americanenglish.state.gov/resources/teachers-corner-grammar-games
"Grammar Games" Resource #2:
https://americanenglish.state.gov/resources/activate-games-learning-american-english
"Grammar Games" Resource #3: A great way to develop practical skills for teaching grammar communicatively is through the Teaching Grammar Communicatively MOOC:
https://www.aeeteacher.org/MOOC
.
Teaching Grammar communicatively in Large Classes
In a large class, a teacher might not be able to do an entire communicative lesson but might be able to do one or two interactive activities.
Ways to set up situations for productive grammar practice outside the classroom: "English clubs" where students meet regularly for communicative practice and other fun activities such as poetry contests, singing competitions
Another way: Give students out-of-class assignments that require using the target grammar point.
Teaching Grammar in Context
Traditionally, it focuses on teaching grammar at the sentence level. Sentence-level grammar refers to parts of speech, tenses,phrases, clauses, and word order.
current teaching approaches recognize that it is important to include grammar in context. "How a language item works within a conversation or piece of writing."
A grammar lesson might start with a context with the target grammar item that students work to understand or explain.
When teaching grammar in context, it’s important to consider students’ proficiency levels as well as their previous experience with the target grammar item.
Higher-level students can often benefit from using authentic texts
lower-proficiency students will often need a text specifically prepared for the purpose of language learning
Consciousness-Raising
(Ellis, 2015) Consciousness-raising means making students aware of the properties of a certain grammatical feature by highlighting them or helping students to notice them in some way.
Planning a grammar lesson
Two main approaches to teaching grammar:
Deductive and Inductive Approach
Deductive Approach:
When the rule is presented and the language is produced based on the rule. (The teacher gives the rule.)
Inductive Approach:
When the rule is inferred through some form of guided discovery. (The teacher gives the students a means to discover the rule for themselves.)
(PPP) Presentation, Practice and Production
The teacher presents the target language and then gives students the opportunity to practice it through very controlled activities. The final stage of the lesson gives the students the opportunity to practice the target language in freer activities which bring in other language elements.