- •Teaching Grammar
- •D Observation task
- •Input reading 1
- •Exploratory task 1.1 Give the normative parallels to the following sentences
- •Input reading 2
- •Element production
- •Prediction of the next steps
- •Next step production
- •Input reading 3
- •Produce a list of your favorite and most successful techniques of teaching grammar
- •Exploratory task 3.1
- •Exploratory task 3.2
- •Exploratory task 3.4
- •Exploratory task 3.5
- •Exploratory task 3.6
- •Exploratory task 3.7
- •Exploratory task 3.8
- •Exploratory task 3.9
- •Exploratory task 3.10
- •When did it stop raining. A/How long hasn't it been raining? b/ When wasn't it raining?
- •You've been talking on the phone for two hours. A/ You've just stopped talking on the phone. B/ You started talking on the phone two hours ago.
- •Observation task 3.1
- •Input reading 4
- •Exploratory task 4.2 Try to give rules to the following language samples (all language samples are grammatically correct and have a certain sensible communicative message)
- •Exploratory task 4.3
- •Exploratory task 4.4
- •Stage of teaching (e.G. Material presentation, meaningful drill, communicative production etc)_________________________________________________________
- •Integrated task 4.1
- •Answer keys
- •Glossary of Grammar Terms
- •References and Further Reading
Teaching Grammar
The aim of this unit
To make you think about the ways of teaching grammar
To give you useful information on how teaching grammar can be approached
To present a variety of grammar teaching tasks
What do you have to do in this unit?
A Input reading
B Exploratory tasks
C Self-assessment questions (SAQ) with answer keys at the end of the unit
D Observation task
E Micro-teaching with an observation scheme
F Integrated task
Warming up discussion
SAQ 0 Agree or disagree with the following statements by marking T (true), F (false) and D (debatable). You will return to these statements after you have studied this unit.
Statements |
T F D |
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Input reading 1
Warming up discussion 1
Give your understanding of the following items: “good knowledge of grammar” and “poor knowledge of grammar”
Good knowledge of grammar |
Poor knowledge of grammar |
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Subject of grammar
The subject of grammar is the knowledge of how to construct a sentence. Grammar is concerned with the construction of written and oral sentences. Grammar describes language device to use a finite number of rules that can generate all the sentences of a language. Grammar can also explain sentence construction and tell grammatical sentences from the ungrammatical ones. Sentences can be perceived as grammatical despite possible language inaccuracies and slips (transposition, omission, redundancy, and overgeneralization) and language twists (ellipsis, tags, and anaphoric starts).
Exploratory task 1.1 Give the normative parallels to the following sentences
Spoken grammar |
Normative grammar |
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Grammar knowledge can be declarative and procedural. Declarative knowledge is what can be demonstrated as the knowledge of rules and/or examples. Procedural knowledge is what can be applied in the process of communication.
According to some theories, declarative knowledge does not become procedural knowledge Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon). Other views hold that "learned" knowledge can help in developing procedural grammar skill (McLaughlin, B. 1987 ).
Knowledge of the items and rules that comprise the formal grammar system of the language is called linguistic competence. Within the theoretical framework developed by Chomsky it is necessary to distinguish competence and performance. "Competence" refers to what the language users know and "performance" to the use of this knowledge in communication (Chomsky, N. 1965.Ellis, R. 1996. P. 712).
Procedural grammar knowledge that is formed in the language user's mind is called mental grammar. It consists of the rules that the learners have internalized and is not the "imprinting" of the normative grammar. That is why learners' utterances can be erroneous with the reference to the norms of the target language, but not to their own "mental grammar".(Ellis, R. 1996. P. 352-353).
SAQ 1.1
Agree or disagree with the following statements by marking T (true), F (false) and D (debatable).
Statements |
T F D |
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