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Language Acquisition Teaching Strategy of English Structure The Strategy To Teach English Structure

This document discusses strategies for teaching English grammar structures. It defines language structure as the rules and organization of a language. The main strategies discussed are deductive and inductive approaches. The deductive approach involves the teacher first explaining the grammar rule, while the inductive approach allows students to discover the rule themselves through guided activities. Examples are given of how each approach could be used to teach the difference between simple present and present continuous tenses. The strategies encourage active participation from students to reinforce their understanding of grammar concepts.

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Multahada Siregar
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30 views

Language Acquisition Teaching Strategy of English Structure The Strategy To Teach English Structure

This document discusses strategies for teaching English grammar structures. It defines language structure as the rules and organization of a language. The main strategies discussed are deductive and inductive approaches. The deductive approach involves the teacher first explaining the grammar rule, while the inductive approach allows students to discover the rule themselves through guided activities. Examples are given of how each approach could be used to teach the difference between simple present and present continuous tenses. The strategies encourage active participation from students to reinforce their understanding of grammar concepts.

Uploaded by

Multahada Siregar
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LANGUAGE ACQUISITION

TEACHING STRATEGY OF ENGLISH STRUCTURE


THE STRATEGY TO TEACH ENGLISH STRUCTURE

BY
Multahada Ramadhani Siregar (197052001)

MAGISTER OF ENGLISH DEPARTMENT


FACULTY OF CULTURAL STUDIES
UNIVERSITY OF SUMATERA UTARA
MEDAN
2019
I. Definition
Based on Oxford Dictionary (2006:1343) stated that structure is the way in
which parts of something are connceted together, arranged or organized; a particular
arrangement of parts. Language has its own rule as the communication which has
meaning. In English structure is called grammar which means the rules in a language for
changing the form of words and joining them into sentence (Oxford Advanced
Learner’s Dictionary, 2006:586). In order to deliver grammar in teaching English as
Second Language (ESL), there are strategies in teahing, such as deductive
approachment and inductive approachment. The explanation as follows.

II. Teaching Strategy


How to teach English grammar toward foreign learners? In this study, the
strategies are deductive approachment and inductive approachment. Deductive
approachment the teacher explains the language is produced based on the rule. (The
teacher gives the rule). Inductive approachment, the rule is inferred through some form
of guided discovery or the teacher gives the students a means to discover the rule for
themselves. Both approaches have their advantages and disadvantages:
• The deductive approach is undoubtedly time saving and allows more time for
practising the language items thus making it an effective approach with lower
level students. However this method, the students’ role are less active in giving
their feedback, if the teacher has the role dominantly.
• The inductive approach, on the other hand, is often more beneficial to students
who already have a base in the language as it encourages them to work things
out for themselves based on their existing knowledge. On the other side it is not
beneficial for the students who do not know the grammar basically.

III. Simulation
The strategies can be applied as follow:
1. Deductive approach → The teacher presents the target language and then gives
students the opportunity to practise it through very controlled activities.
2. Inductive approach → gives the students the opportunity to practise the target
language in free activities which bring in other language elements.
For example, the case is the teacher would like to deliver how to differ between
simple present tense and present continuous. Firstly, deductive approach, the teacher
gives a presentation about how to differ between “simple present tense” and “present
continuous tense. Then the teacher presents each tense and classifies it into a table.

Formula II: ( Nominal Sentence)


(+) S + to be (is, am, are) + C.
(-) S + to be (is, am, are) + not + C.
(?) To be (is, am, are) + S + V1 + C ?

Based on the formulas above there are:

 “S” as subject,
 “V1” as the verb in basic form,
 “O” as the object, and
 “C” as the complement to complete the sentence.

For the example

Complement
Subject Verb1 Object (adverb, adjective,
noun)
I write a poem every night.

You play guitar every Sunday.

We visit our grandparents every christmas.

She and I (We) are - roommates.

Jhon and Brian


work - in the same office.
(They)
Complement
Subject Verb1 Object (adverb, adjective,
noun)
She cooks fried rice in the morning.

He takes a bus to go home.

My uncle works - as a bus driver.

My cat loves its pillow. -

Her Father is - a lawyer.

Tomy likes playing guitar. -

That mouse eats Cheese. -

Lola plays piano in the church.

July studies English in London.

to pass the traffic


It takes longer time
jam by car.

Example:
I write a poem every single
month.
We usually play soccer in the
evening.
She often sings in her
bedroom.
The cat always sleeps on my
pillow.
If the subject singular noun or she, he, it pronoun, the verb should be ended –s/–es.
Formula I: ( Verbal Sentence)
(+) S + to be (is, am, are) + V-ing +
O/C.
(-) S + to be (is, am, are) + not +
V-ing + O/C.
(?) To be (is, am, are) + S + V-ing
+ O/C ?

Example:
I am playing a music now.
We are talking about math at this
time.
She is cooking a cake in the kitchen.
My friend is writing our plan at this
moment.
Based on the formulas above there are:

 “S” as subject,
 “V1” as the verb in basic form,
 “O” as the object, and
 “C” as the complement to complete the sentence.
Complement
Subject Verb1 Object (adverb, adjective,
noun)
She is playing mozart in the music class.

We are celebrating her birthday in her house.

I am listening her story thoroughly.

Her sister is cleaning her bedroom tidily.

Joseph is singing jazz very well.

Next, the teacher gives inductive approach by giving the students an activity.

Give the students an activity.


Give examples of the grammar structures in
question used correctly, and ask specific
questions to highlight the differences. If
you're studying Simple Present Tense vs
Present Continuous Tense, you might give
this sentence: “Bonni plays guitar every
weekend." You would then ask:
Which verb tense is used?
When (specifically) did this action happen?
Another activity to try is fill-in-the-blank sentences
with specific questions to walk students through the
process of choosing the correct grammar structure.
Using the same sentence from the previous activity,
you would give this sentence: " Bonni ______
( play ) guitar every weekend." You would then ask:
Did this action happen at a specific time?
Did the action take only a temporary activity or is it
an action of habit in the sentence?
These questions will help the students determine
which tense to use.

To get them started, you can ask


them to:
Answer questions
Finish sentences
Write questions for given answers
Write short paragraphs
Write stories, letters or essays
IV. References

Harmer, J. 1998. How to Teach English. London: Longman.

Jones, P. T. 1995. Grammar Games and Activities for Teachers. London: Penguin
Books.

Oxford Advanced Learner’s Dictionary. (6th ed.). 2006. Oxford: Oxford University
Press

Thornbury, S. 1999. How to Teach Grammar. London: Longman.

Ur, P. 1988. Grammar Practice Activities: A Practical Guide for Teachers.


Cambridge: Handbooks for Language Teachers.

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