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Teaching Grammar - Coggle Diagram

- - - - MEANING
        What the grammar communicates
      - FORM
        Grammar charts and formulas
        Pronunciation
      - USE
        When and how used to communicate what it is supposed to
  - - - Induction is logical reasoning that moves from the particular and concrete to the general and theoretical
        
        Inductive teaching provides learners with examples of the target language and facilitates the self-discovery of rules
      - Deduction is logical reasoning that moves from the general and theoretical to the particular and concrete
        
        Deductive teaching starts with the rules and expects the learners to absorb them through examples, engagement and practice.
    - - Krashen - grammar is best acquired implicitly, through plenty of comprehensible input
      - We need both
        
        Consciousness-raising
  - - - Lead-in
        
        Clarification explanation ->
        
        Restricted output ->
        
        Restricted output ->
        
        Authentic output
        
        The students are given the opportunity to use these items, along with the other language they know, in communicative activities
        
        Work with a partner and create a short conversation using the past simple tense.
        (e.g. What you did last weekend, Where you went during your last holiday, What you ate last night…)
        
        The students do a written exercise to practise these items
        
        (You/watch) TV last night?
        (She/visit) her friend yesterday?
        (They/play) basketball after school?
        
        The students workon oral practice of examples of these items
        
        I (eat) pizza yesterday.
        She (go) to the cinema last Friday.
        They (study) English last night.
        
        The teacher gives / elicits examples of the language and explains/elicits information about them from students.
        
        3 types of clarification
        (spectrum)
        
        Explanation
        (teacher tells the learner)
        
        Guided discovery
        (Teacher helps the learner to tell himself)
        
        1 more item...
        
        She danced at the party last night.
        They visited their grandparents at the weekend.
        
        The teacher shows pictures connected to the lesson topic/context and elicits ideas from students
        
        What did you do yesterday?
    - - Lead-in ->
        
        Clarification ->
        
        Clarification 2 ->
        
        Restricted output ->
        
        Restricted output 2 ->
        
        Authentic output
        
        1 more item...
        
        (You/ever/travel) to another country?
        (She/finish/yet) her project?
        (They/visited) museum yet?
        
        (I/finish) my homework.
        (She/visit) London.
        (They/read) that book.
        
        I have + past participle
        She has + past participle
        They have + past participle
        
        What do you notice about the verbs in these sentences?
        Why do you think we use have or has in these sentences?
        
        Sarah has always dreamed of traveling the world. She has visited many countries, exploring bustling cities and serene beaches. In each place, she has immersed herself in new cultures and has tried exotic foods. Along the way, she has met fascinating people and has made lifelong friends. Sarah has hiked through lush rainforests, swum in crystal-clear waters, and marveled at ancient ruins. She has never felt more alive than when she's been immersed in the beauty of the world. With every adventure, she has grown wiser and more grateful for the experiences that have shaped her life.
        Sarah's journey in the present perfect continues, ever-expanding.
    - - The language is introduced via the context the teacher has created
    - - Practical tips
        
        use pictures
        
        don't just say "do you understand?"
        
        get feedback
        
        teach early in the lesson
  - - - Controlled drills
        
        Repetition
        
        Substitution drills
        
        Transformation drills
        
        True sentences
- - - - First, it is not just a question of correctness. Grammatical forms nearly always carry meaning
        
        For example: time (using tenses) or place (using prepositions) or possibility (using modals or conditional clauses
      - Second, we can apply the term grammatical to units smaller or larger than sentences
        
        For example: -ed suffix (past tense); -s suffix (plural); go --> went
    - - Morphology includes words like she, that, our and suffixes such as the plural -s
      - Syntax includes things like the formation of the negative, or relative clauses
  - - - Stephen Krashen (1999): Grammar is best acquired implicitly, through
        plenty of comprehensible input (listening and reading).
        
        BUT: Norris and Ortega (2001): On the whole students who receive some explicit instruction in grammar perform better than those who do not.
        
        Teachers and students also generally feel that grammar instruction is helpful
        
        As with vocabulary, we need both kinds of procedures, implicit nd explicit, for effective teaching and learning
    - - Problem:
        Students continue to make mistakes in the target grammar
        even after extensive practice
        
        Explanation:
        Pienemann’s (1984) teachability hypothesis:
        The teaching of a grammatical item or construction for which the learner is not developmentally ready will not result in learning
        
        Solution:
        Ellis (2001): Consciousness-raising
        Raise learners’ awareness of what
        a rule is, without demanding immediate implementation - then when they are developmentally ready, they will notice the occurrence of the grammatical features in input and gradually start using them themselves, therefore practice exercises are useless
        
        However, there is evidence that practice does substantially improve performance and has an important place in formal, course-based language learning (Dekeyser, 2007)
        
        It seems that most learners do, indeed, go through a fairly stable order of acquisition of grammatical features, but that explanation combined with practice may speed up this process
- - - - introducing new grammar
      - discovering new grammar
- - - - Reading something
        
        Underline grammar structures
        
        Writing them down
      - Creative excerises
        
        using imagination, making sentences
        
        Writing sentences using the given grammar
        
        Writing stories, telling classmates a discription of a place, students try to guess where.
      - Matching sentence halves
        
        finding the right pair of the sentence
      - Mingling
        
        Find someone who...
      - Team games
        
        card flipping, guessing
        
        getting the right order of sentences
    - - descriptive
        
        more detailed, longer explanations
      - pedagogic
        
        simplicity, truth, clarity, relevance