English grammar teaching
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The document discusses approaches to dealing with errors made by language learners. It explains that errors are an important part of language learning and teachers must make decisions about whether errors matter and how to address them. Teachers are encouraged to use learners' actual errors to target instruction rather than preempt errors, and to provide feedback that promotes self-correction without discouraging learners.
![““I am sorry. I didn’t understand.I am sorry. I didn’t understand.””
Variations:Variations: Sorry? He what?Sorry? He what?
Excuse me?Excuse me? etc. clarificationetc. clarification
requests; friendly signal students therequests; friendly signal students the
meaning of their message is unclear,meaning of their message is unclear,
and suggest it might have beenand suggest it might have been
distorted by the form.distorted by the form.
““Just one? Like thisJust one? Like this ?”: [ draw bald?”: [ draw bald
man with one long hair] literallyman with one long hair] literally
interpret the student’s utterance tointerpret the student’s utterance to
show his unintended error.show his unintended error.](https://image.slidesharecdn.com/englishgrammarteaching-130612192817-phpapp01/85/English-grammar-teaching-23-320.jpg)
English grammar teaching
- 2. As teachers, we needAs teachers, we need to deal with errorsto deal with errors The reasons are as follows:The reasons are as follows: ．． Language learners make mistakesLanguage learners make mistakes ．． This seems to happen regardless ofThis seems to happen regardless of the teacherthe teacher’’s skill and perseverances skill and perseverance errorserrors ．． Errors play a necessary and importantErrors play a necessary and important part in language learningpart in language learning
- 3. Having to make a number of on-the-Having to make a number of on-the- spot decisionsspot decisions Is there an error here?Is there an error here? What kind of error is it?What kind of error is it? What caused it?What caused it? Does it matter?Does it matter? What should I do about it?What should I do about it?
- 4. Take for example:Take for example: I had a big surprise. (Wrong orI had a big surprise. (Wrong or Correct?)Correct?) ItIt’’s a grammatically well-formeds a grammatically well-formed sentence.sentence. The meaning is clear andThe meaning is clear and unambiguous.unambiguous.
- 5. The answer isThe answer is ““ wrongwrong ”” The reasons are as follows:The reasons are as follows: According to corpus evidenceAccording to corpus evidence ‧‧Something can be a big surpriseSomething can be a big surprise ‧‧A person can be in for a big surpriseA person can be in for a big surprise ‧‧ You can have a big surprise forYou can have a big surprise for someonesomeone
- 6. To classify the errorTo classify the error Errors include:Errors include: ‧‧Lexical errorsLexical errors ex 1:My brother wasex 1:My brother was stoppingstopping in the door insteadin the door instead of standing.of standing. ex 2:ex 2: The Sunday night pastThe Sunday night past instead of lastinstead of last Sunday night.Sunday night.
- 7. ．． Grammar errorsGrammar errors ex 1: the doorbellex 1: the doorbell rangsrangs wrong→ wrong→ verb formverb form ex 2: weex 2: we speakedspeaked wrong→ wrong→ tensetense ex 3:ex 3: was the four owas the four o’’clockclock the→the→ subjectsubject of the clause has been leftof the clause has been left outout
- 8. ‧‧Discourse errorsDiscourse errors Definition: Discourse errors relate toDefinition: Discourse errors relate to the way sentences are organised andthe way sentences are organised and linked in order to make whole textlinked in order to make whole text ex: at last; eventually (based on theex: at last; eventually (based on the meaning of words in the context) →meaning of words in the context) → See page 113See page 113
- 9. Transfer or interferenceTransfer or interference Definition: Influence from theDefinition: Influence from the learnerlearner’’s first language on thes first language on the second languagesecond language ex: The learnerex: The learner’’s pronunciation wass pronunciation was full of sounds from his own languagefull of sounds from his own language
- 10. Positive transferPositive transfer Definition: No difference or contrastDefinition: No difference or contrast is present between the twois present between the two languages.languages. ex 1: Sex 1: S ＋＋ VV ＋＋ O; SO; S ＋＋ bebe ＋＋ SCSC 約翰喜歡瑪莉 約翰喜歡瑪莉 ;; 她是個美麗的小姐她是個美麗的小姐
- 11. OvergeneralisingOvergeneralising Definition: The process ofDefinition: The process of generalizing a particular rule or itemgeneralizing a particular rule or item in the second language.in the second language. ex: The doorbellex: The doorbell rangsrangs ex: Weex: We speaked (Vedspeaked (Ved played,→ played,→ breaked, goed, speaked, etc)breaked, goed, speaked, etc)
- 12. What is a developmental error?What is a developmental error? Learners are unconsciously workingLearners are unconsciously working out and organising language, but thisout and organising language, but this process is not yet complete. This kindprocess is not yet complete. This kind of error is called a developmentalof error is called a developmental error.error. ex: All beginners confuse the tenses inex: All beginners confuse the tenses in EnglishEnglish
- 13. What are systematic errors?What are systematic errors? These errors seem to show evidence of aThese errors seem to show evidence of a rule being fairly systematically appliedrule being fairly systematically applied ex: My brother was stopping, he wasex: My brother was stopping, he was changing, he was having a long hairchanging, he was having a long hair→→ aa verb form (past continuous) beingverb form (past continuous) being over-used, but in a systematic way.over-used, but in a systematic way.
- 14. How to deal with systematic errorsHow to deal with systematic errors Correction can provide the feedbackCorrection can provide the feedback the learner needs to help confirmthe learner needs to help confirm or reject a hypothesis, or to tightenor reject a hypothesis, or to tighten the application of a rule that is beingthe application of a rule that is being applied fairly loosely.applied fairly loosely.
- 15. One way of testing learners failing toOne way of testing learners failing to apply the ruleapply the rule Self-correct:Self-correct: Could the writer change speaked toCould the writer change speaked to spoke, for example, if told that speakedspoke, for example, if told that speaked was wrong? If so, this suggests that thewas wrong? If so, this suggests that the rule is both systematic and correctlyrule is both systematic and correctly formulated in the learnerformulated in the learner’’s mind, but thats mind, but that it hasnit hasn’’t yet become automatict yet become automatic
- 16. The question of prioritiesThe question of priorities Which errors really matter, and whichWhich errors really matter, and which dondon’’t?t? ex: un banane; une pomme nouns→ex: un banane; une pomme nouns→ are distinguished by genderare distinguished by gender These errors are likely to distract orThese errors are likely to distract or even irritate the reader or listenereven irritate the reader or listener
- 17. Attitudes to error and correctionAttitudes to error and correction Attitudes to error run deep and lie atAttitudes to error run deep and lie at the heart of teachersthe heart of teachers’’ intuitions aboutintuitions about language learning. Many people stilllanguage learning. Many people still believe that errors are contagious, andbelieve that errors are contagious, and that learners are at risk of catchingthat learners are at risk of catching the errors other learners make.the errors other learners make.
- 18. It is often this fear of error infectionIt is often this fear of error infection that underlies many studentsthat underlies many students’’ dislike ofdislike of pair and group work. On the other hand,pair and group work. On the other hand, many teachers believe that to correctmany teachers believe that to correct errors is a form of interference, especiallyerrors is a form of interference, especially in fluency activities.in fluency activities.
- 19. Some teachers go further, and argue thatSome teachers go further, and argue that correction of any sort creates acorrection of any sort creates a judgmentaljudgmental –– and therefore stressful-and therefore stressful- classroom atmosphere, and should beclassroom atmosphere, and should be avoided altogether.avoided altogether.
- 20. Responding to errorsResponding to errors He has a long hair.He has a long hair. Possible responses:Possible responses: ““NoNo”: negative feedback, no clue for”: negative feedback, no clue for what is wrong.what is wrong. Without saying No: facial expression,Without saying No: facial expression, shake of the head etc.shake of the head etc. Soften the negative force of No: making aSoften the negative force of No: making a mmmmmmmm noise to indicate “noise to indicate “Well, that’sWell, that’s not entirely correct but thanks anyway.not entirely correct but thanks anyway.”” results in students wonder whether he isresults in students wonder whether he is right or wrong.right or wrong.
- 21. ““He has long hair.He has long hair.”: strict correction.”: strict correction. Teachers should remind students not toTeachers should remind students not to focus only meaning at the expense offocus only meaning at the expense of form.form. ““No articleNo article”: the application of”: the application of metalanguage (grammaticalmetalanguage (grammatical terminology); pinpoint the error toterminology); pinpoint the error to promote self-correction or peer-promote self-correction or peer- correction.correction. ““No. AnyoneNo. Anyone?”: unambiguous feedback?”: unambiguous feedback and invitation for peer-correction, butand invitation for peer-correction, but risking humiliating the original student.risking humiliating the original student.
- 22. ““He hasHe has”: replay the student’s”: replay the student’s utterance up to the point where theutterance up to the point where the error occurred to isolate the error aserror occurred to isolate the error as a clue for self-correction. Technique:a clue for self-correction. Technique: finger-coding.finger-coding. ““He has a long hairHe has a long hair.”: echo the.”: echo the mistake with a quizzical intonation.mistake with a quizzical intonation. Less threatening than saying No, butLess threatening than saying No, but students often fail to self-correct andstudents often fail to self-correct and think the teacher merely questionsthink the teacher merely questions the truth they said.the truth they said.
- 23. ““I am sorry. I didn’t understand.I am sorry. I didn’t understand.”” Variations:Variations: Sorry? He what?Sorry? He what? Excuse me?Excuse me? etc. clarificationetc. clarification requests; friendly signal students therequests; friendly signal students the meaning of their message is unclear,meaning of their message is unclear, and suggest it might have beenand suggest it might have been distorted by the form.distorted by the form. ““Just one? Like thisJust one? Like this ?”: [ draw bald?”: [ draw bald man with one long hair] literallyman with one long hair] literally interpret the student’s utterance tointerpret the student’s utterance to show his unintended error.show his unintended error.
- 24. ““A long hair is just one singleA long hair is just one single hair, like you find in your soup.hair, like you find in your soup. For the hair on your head youFor the hair on your head you wouldn’t use an article: He haswouldn’t use an article: He has long hairlong hair..”: impromptu teaching”: impromptu teaching point; reactive teaching in respondpoint; reactive teaching in respond students’ error, not trying tostudents’ error, not trying to preempt them. Teacher-centered andpreempt them. Teacher-centered and passive students.passive students.
- 25. ““Oh, he has long hair, has heOh, he has long hair, has he?”:?”: covert feedback (reformulation)covert feedback (reformulation) 重製重製 ,, 重組重組 ,, 再形成再形成 ; expansion and; expansion and reformulation provide a temporaryreformulation provide a temporary scaffold for children’s developingscaffold for children’s developing language competence. Drawback:language competence. Drawback: students might not notice thestudents might not notice the differences between the utterancedifferences between the utterance from theirs and teachers’.from theirs and teachers’. E.g.: child: Teddy hat.E.g.: child: Teddy hat. Mother: Yes, Teddy’s got a hatMother: Yes, Teddy’s got a hat on, hasn’t he?on, hasn’t he?
- 26. ““Good.”: ( OK) intention is toGood.”: ( OK) intention is to acknowledge students’ contribution,acknowledge students’ contribution, irrespective of either accuracy orirrespective of either accuracy or meaning; lull them into a false sensemeaning; lull them into a false sense of security, and fossilization.of security, and fossilization. Teacher says nothing but writesTeacher says nothing but writes down error for future reference.down error for future reference. Intention is to postpone the feedbackIntention is to postpone the feedback so as not to disrupt the talk. (Realso as not to disrupt the talk. (Real operating conditions)operating conditions)
- 27. The choice of feedback strategy willThe choice of feedback strategy will depend on factors as the following:depend on factors as the following: The type ofThe type of errorerror: major effect on: major effect on communication? Learners can self-communication? Learners can self- repair?repair? The type ofThe type of activityactivity: focus on form: focus on form or on meaning?or on meaning? The type ofThe type of learnerlearner: discourage or: discourage or humiliate learners? Learners feelhumiliate learners? Learners feel short-changed if no correction?short-changed if no correction?
- 28. Sample lessonSample lesson Lesson one: using learners’ errors toLesson one: using learners’ errors to review cohesive devicesreview cohesive devices (intermediate)(intermediate) Participant: a class of mixedParticipant: a class of mixed nationalities in Australianationalities in Australia Goal: sentences and parts ofGoal: sentences and parts of sentences are connected by wordssentences are connected by words likelike and, but, however, soand, but, however, so etc.etc.
- 29. Step 1: the teacher hands out aStep 1: the teacher hands out a worksheet which consist of sentencesworksheet which consist of sentences collected from students’ previouscollected from students’ previous written work, and he asks them towritten work, and he asks them to attempt to correct in pairs andattempt to correct in pairs and identify one feature in common.identify one feature in common.
- 30. Step 2: the teacher helps them toStep 2: the teacher helps them to pick out some peripheral problemspick out some peripheral problems ((wentwent substitute forsubstitute for has droppedhas dropped intointo) and avoids dealing with) and avoids dealing with despitedespite andand neverthelessnevertheless.. Step 3: the teacher distributes aStep 3: the teacher distributes a handout about grammar and askhandout about grammar and ask them to study before returning to thethem to study before returning to the sentence correction task.sentence correction task.
- 31. Step 4: the teacher elicits correctedStep 4: the teacher elicits corrected versions of sentence and writes onversions of sentence and writes on the board, underlining the linkingthe board, underlining the linking devices and ask individuals todevices and ask individuals to explain the usage.explain the usage. Step 5: the teacher has out theStep 5: the teacher has out the exercise about linking devices.exercise about linking devices.
- 32. Discussion: fluency practice can beDiscussion: fluency practice can be targeted at latter stage, but accuracytargeted at latter stage, but accuracy may be best dealt with a reactivemay be best dealt with a reactive and reflective approach. Usingand reflective approach. Using students’ errors for consciousness-students’ errors for consciousness- raising purpose is suitable for theraising purpose is suitable for the specific problems of the students.specific problems of the students.
- 33. Evaluation:Evaluation: The E-factor: collecting learners’The E-factor: collecting learners’ errors from written work is easy byerrors from written work is easy by computers while capturing spokencomputers while capturing spoken errors. Self-study grammars bookserrors. Self-study grammars books or reference notes are available, soor reference notes are available, so making grammar handout ismaking grammar handout is unnecessary.unnecessary. Error-analysis is effective for L1Error-analysis is effective for L1 transfer mistake.transfer mistake.
- 34. Grammar lessons should be taughtGrammar lessons should be taught around errors the learners actuallyaround errors the learners actually made, but not taught to preempt themade, but not taught to preempt the errors might make.errors might make. Error-drivenError-driven approachapproach: focus instruction on what: focus instruction on what really matters, in favour ofreally matters, in favour of effectivenesseffectiveness.. The A-factor: a focus on errors mayThe A-factor: a focus on errors may discourage learners. However, mostdiscourage learners. However, most students accept explicit feedback onstudents accept explicit feedback on error between focused instructionerror between focused instruction and random acquisition.and random acquisition.
- 35. Sample lesson 2 Teaching grammar through reformulation (Elementary) Participant: a group of Japanese students Goal: the impetus underlying reformulation is more: This is how I would say it.
- 36. Reformulation It is the process by which the teacher takes the meanings the learners are attempting to express in English and “translates” these into an acceptable form.
- 37. Step 1 Teacher introduces the theme; such as “disaster”, and without giving explicit prompts, but indicating that students should say anything with the topic. Teacher encourages the production of isolated words, phrases and sentences.
- 38. Step 2 When students are starting to run out of idea or start departing to widely from the topic, the teacher stops the activity and draws a line down the centre of the board. Asks one student as the class scribe, collate the ideas that students have produced about the topic, write up on to the board.
- 39. Step 3 Teacher read the students’ text aloud, without commentary, but asking any questions where the meaning is unclear. Teacher reformulates this text on to the other half of the board while he always insisting that this is the way I would say it.
- 40. Step 4 Students then, working individually, write their own texts about similar topic. They compare these in pairs, suggesting changes and improvements, before submitting their texts to the teacher for correction.
- 41. Discussion In step 1, the focus at this stage is simply on brainstorming ideas. In step 2, the teacher renounces any active role in the construction of the text. In step 3, the students are involved in the text reformulation process. In step4, using students’ original text (erase or cover up) as a prompt. It will force attention of form, as well as encouraging greater attentiveness during the reformulation stage.
- 42. Evaluation The E-factor: 1. It requires no materials preparation since the texts are created entirely by the students. 2. This process requires only a board, although overhead projectors are very useful for this purpose. 3. The greatest demand is on the teachers’ skill at on-the-spot reformulation.
- 43. The A-factor: 1. The reformulation of learners’ texts is likely to have greater relevance to learners than the study of “imported” texts. 2. It has to be handled sensitively, so that learners see it as an empowering activity rather than an exercise in humiliation. 3. Any activity that allows the teacher prolonged control of the blackboard runs the risk of becoming perilously “chalky-talky”.
- 44. Conclusions Not all errors are caused by L1 interference. Not all errors are grammar errors, and not all grammar errors are simply tense mistakes.
- 45. Not all errors matter equally: nor do they all respond to the same kind of treatment. Correction is not the only form of feedback that teachers can provide. Other options include positive feedback, clarification requests, and reformulation.
- 46. Failure to provide some negative feedback may have a damaging effect on the learner’s language development in the long run; on the other hand , providing only negative feedback may be ultimately demotivating. Learners’ errors offer a rich source of material for language focus and consciousness-raising.