How to Grammar
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The document discusses the role of grammar in language teaching, emphasizing its importance in communicative competence and outlining effective methods for instruction. It highlights the need for both explicit and implicit grammar teaching approaches, tailored to learners' proficiency levels and goals. Additionally, various grammar techniques, such as dialogues, maps, and charts, are suggested to engage students and promote understanding of grammatical structures.
How to Grammar
- 2. THE PLACE OF GRAMMAR Grammar is the system of rules governing the convetional of word and relationship of word in a sentence. Grammatical competence occupies prominent position as a major component of communicative competence. Grammar is one of the dimentions of language . Gammar Smantic Pragmatic
- 3. s TO TEACH OR NOT TO TEACH Are embadded meaningful, communicative context, Contribute positively to communicative gouls, Promote accuracy within fluent, communicative language, Do not overwhelm students with linguistic terminology, Are as lively and intrisically motivating as possible.
- 4. s TO TEACH OR NOT TO TEACH Rod Ellis (2006,pp.102-103) offered some of his own answers to cuestions about when and how to tech grammar, which are capsulized here: o Both form and meaning should be emphasized; learners need to have the opportunuty to practice forms in commucative tasks. o Focus more strongly on forms that are problematic for learner. o Expiscit grammar teaching more effective at intermediate to advanced than beginning level o Attend to both input-based (conprehension) and output-based (production) grammar
- 5. s TO TEACH OR NOT TO TEACH o Both deductive and and inductive approches can be useful, depending on the contex and purpose of instruction. o Incidenttial focus on form is valueable in that it treat error that occur while learner are engaged in meaningful communication. o corrective feedback can facilitate acquisition if it invlove a maxture of implicit and explicit feedback. o Separate grammar lassons (focus on form) and grammar integrated into activities (focus on form) are both viable, depending on the context.
- 6. s TO TEACH OR NOT TO TEACH Six Variables AGE Proficiency level Proficiency level Educational Background Language Skill Need and Goals Style (register) The Way of viewing the role grammar in teaching language
- 8. s GRAMMAR TECHNIQUES Chart Chart and grafics are useful devices for practicing patterns, clarifying grammatical relationships, and even for understending sociolinguistic and discouse constraints Past Tense Future TensePresent Tense Example: Contineues Tense FutureContineues Tense
- 9. Object s Example: • Living up to the context. • Provide a cinestetic. • Engaging students in conversation aech other. • Stimulute Students. GRAMMAR TECHNIQUES • I read book every day • I reading book now Present Tense Contineues Tense • I read book yesterday Past Tense
- 10. Maps GRAMMAR TECHNIQUES Drawing & • Useful for jigsaw information-gap, and other interactive techniques. • Serve to ilustrate certain grammatical structures. For example maps can stimulate learner’s use of • Preposional phrase (up the streat, on the left, over the bill, etc). • The circle is in the center of the paper • The diamon is directly above the circle • The tringle is in the lower left- hand corner • The squire is to the right the circle
- 11. Dialogues GRAMMAR TECHNIQUES Dialogues are an age-old techniques for introductioning and prectical grammatical points. Example: David : Can I speak to Lissa, please. Lissa : Yes, I am. David : Lissa. Where will you go tomorrow? Lissa : No, I’ll stay at home. David : Can you accompany me to buy book? Lissa : Of course, I can. What time will you pick up me? David : Ok, I’ll pick up you at 2 pm. Lissa : Ok. David : See you tomorrow, Lissa. Lissa : Bye Conversation Practice: Buying Book
- 12. Other writing texts GRAMMAR TECHNIQUES At the vary simple, mechanical level, a short pharagraph can become an exercise in processing select verb tensis. Example: What aobut you ? What are you doing every day ? What are you doing right noe ?