TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

TOPIC 1 INTRODUCTION TO GRAMMAR

1.0 SYNOPSIS

Topic 1 provides input on the teaching of grammar in the Primary School. It also
discusses the different meanings and definitions of grammar. In addition, it willo
compare and contrast between fluency and accuracy, grammar for young learners
and the place of grammar in the primary classroom.

1.1 LEARNING OUTCOMES

By the end of Topic 1, you will be able to:

● Demonstrate an understanding of the meanings and definition of grammar​.

● Demonstrate an understanding of an overview of Teaching of Grammar in the

Primary School

1.2 FRAMEWORK OF TOPICS

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CONTENT

SESSION ONE (3 Hours)

1.3 Introduction to grammar

Grammar is central to the teaching and learning of languages. It is also one of the
more difficult aspects of language to teach as well. Grammar is partly the study of
what forms (or structures) are possible in a language, All language in use can be
analysed at each of the four levels; sound, word, sentence and text. These rules tell
the speakers
◼ how to pronounce syllables (phonology),
◼ how to form words (morphology),
◼ how to structure sentences (syntax) and
◼ what style of language to use in a given context (pragmatics).
These are the ​forms that language takes. The study of grammar consists, in part, of
looking at the way these forms are arranged and patterned. Thus a grammar is a
description of the rules that govern how a language’s sentences are formed.

1.3.1 Meanings and definition of grammar

Grammar according to Rutheford (1987) is “​a necessary component of any language

teaching programme” ​(p.9), and thus plays an important role in language teaching.
However, the focus on grammar in language teaching was challenged with the
emergence of teaching methodologies based on different learning theories, Such a
challenge influenced not only the content and the curriculum in language teaching,
but also the implication for teaching grammar. Thus, a fresh look at grammar was
necessary causing linguists and language educators to rethink the status of grammar
in language teaching and learning. This led to a constant debate among language
educators and linguists regarding the nature and type of grammar instruction, which
affected the understanding of how second languages should be taught or learned.

There are various definitions of grammar. Among them are;

● Grammar can be defined as a description of the structure of a language and

the ways in which units such as words and phrases are combined to produce
sentences in the language

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(Dictionary of Applied Linguistics)

● Grammar is roughly defined as the way a language manipulates and
combines words (or bits of words) in order to form longer units of meaning.
( Ur, 1994)

● Grammar is generally thought to be a set of rules specifying the correct

ordering of words at the sentence level.
​(Nunan, 2003)

● Grammar is the system of rules governing the conventional arrangement and

relationship of words in a sentence.
(Brown, 2007)

● Grammar is a description of the rules that govern how a language’s sentences

are formed.
(Thornbury, 2008)

From the various definitions of grammar we can deduce that grammar is partly the
study of what ‘forms’ are possible. Basically, a language consists words and sounds
(when spoken). This can be analysed at each of the four levels; text, sentence, word
and sound. These are the forms that they take. A study of grammar looks at the
way these forms are arranged and patterned. Look at the following example:

This is 0153456789. We are not at home right now. Please leave

a message after the beep.

If you change the order of the sentences you no longer have a well-formed
answerphone message. For example:

Please leave a message after the beep. This is 0153456789.

We are not home right now.

Likewise at the ​sentence level, there is a fairly fixed order of words that form a
sentence.
Beep after a leave the please message.
At the ​word​ level;
peeb
Grammar explains why the following sentences are acceptable:

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We are not at home right now.

Right now we ar not at home.
The system of rules that cover the order of words in a sentence is called ​syntax.
Syntax rules disallow;
Not we at right home now are.
The system of rules that cover the formation of words is called ​morphology​.
Morphology rules disallow;
We is not at home right now.
(Adapted from Thornbury, 2012)
Grammar is conventionally seen as the study of the syntax and morphology of
sentences. The ability to recognise and produce well-formed sentences is an
essential part of learning a second language.
However, in certain situation a sentence may not make sense if only the form
is correct, but it does not convey meaning. Take the following example;
​This is 0153456789. We are at home right now. Please leave a
message after the beep

Grammar communicates meanings – meanings of a very precise kind. Principally,

grammar convey two kinds of meanings:
● representation – that is, grammar enables us to use language to describe the
world in terms of how, when and where things happen, and
● interpersonal – that is, grammar facilitates the way we interact with other
people when, for example, we need to get things done using language.

1.3.2 Fluency versus Accuracy

The aim of the communicative approach is to get students to use language to

communicate efficiently and to seek information, give information, solve a problem
etc. A classroom activity may aim either at accuracy or fluency, a distinction first
made by Brumfit (1984).

An ​accuracy-oriented activity​ such as pattern drills is usually used in the teaching

of a new target item; A ​fluency-oriented activity​ such as extensive reading and
information gap aims to develop the students' spontaneous communications skills in
using what they have already learned.

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Accuracy activities:
● Purpose​: the primary purpose is to help students ​achieve accurate perception
and production​ of a target item which can be a sound, a word, or a sentence
structure.
● Material​: the texts are usually composed of separate items; the target items
are usually ​practised out of context ​or situation;
● Activities​: students' attention is focused on a particular target item; their
output is usually predictable; their ​performance is assessed on how few
language mistakes are made​; students' errors are corrected; tasks do not
usually simulate real-life situations.
ISSUE: do you teach accuracy or fluency first?
Accuracy
To achieve accuracy
Advantage: produce students who can reproduce accurately sentences learnt
Disadvantage: May not be effective in communicating the language in real life
situations.
● Purpose​: the primary purpose is to help students practice language in
Lisstening, Speaking, Reading and Writing activities to so develop fluency in
using the language in spontaneous communication.
● Material:​ the texts are usually whole pieces of discourses: conversation,
stories, etc.; texts are usually authentic and used as they would be in real life.
● Activities:​ students' attention is focused on communicating information and
expressing ideas; their output may not always be predictable; their
performance is assessed on how well ideas are expressed or understood;
students' errors are not corrected unless it interferes with communication;
tasks often simulate real-life situations.

1.3.3 Grammar for Young Learners

The age of our students is a major factor in our decisions about how and what to
teach. People of different ages have different needs, competences and cognitive
skills (Harmer, 2005). Harmer (2005) further explains that young learners learn
differently from older children, adolescents and adults among others in the following
ways;
● They respond to meaning even if they do not understand individual words.

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● They often learn indirectly rather than directly – taking every information
around them rather than focussing on the precise topic being taught
● Their understanding comes from explanation as well as from what they see
and hear and interact with.
● They find abstract concepts such as grammar rules difficult to grasp
● They have a limited attention span; unless activities are extremely engaging,
they can get easily bored, losing interest after ten minutes or so.
In relation to the teaching of grammar for young learners, explicit grammar teaching
is more effective at the intermediate to advanced levels than beginning levels
(Brown, 2007). This is because incidental focus on form is valuable as it treats
errors that occur while learners are engaged in meaningful communication. This
corrective feedback can facilitate acquisition if it involves a mixture of implicit and
explicit feedback.

1.3.4 The place of grammar in the Primary classroom

(a) The KBSR syllabus

As stipulated in the curriculum spesifications for the primary school, the English
Language lesson aims to equip pupils with skills and provide a basic undrstanding of
the English language so that they are able to communicate, both orally and in
writing, in and out of school.

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Objectives of the KBSR Syllabus

i) listen to and understand simple spoken English to be able to function in
common everyday situations;
ii) speak and respond clearly and appropriately in common everyday
situations using simple language;
iii) to read and understand different kinds of texts (from print and
electronic sources) for enjoyment and information;
iv) write (including e-mail) for different purposes using simple language;
and
v) show an awareness and appreciation of moral values and love towards
the nation.

(b) The KSSR Syllabus

Under the KSSR syllabus, primary education is divided into two stages, Stage One
referring to Years 1, 2 and 3 and Stage Two, Year 4, 5 and 6. In Year 1 and 2, the
English language curriculum emphasises on the pupils’ development of basic
language skills in building the proficiency in the language. Grammar is only
introduced from Year 3 onwards.

KSSR ENGLISH

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KSSR States that:

“​By the end of Year 6, pupils should be able to:
… use correct and appropriate rules of grammar in speech and writing.​ ”

The following diagram shows the conceptual framework of the curriculum model.

THE MODULAR CONFIGURATION

Objectives Of the KSSR

By the end of Year 6, pupils should be able to:

i) communicate with peers and adults confidently and appropriately in
formal and informal situations;
ii) read and comprehend a range of English texts for information and
enjoyment;
iii) write a range of texts using appropriate language, style and
form through a variety of media;
iv) appreciate and demonstrate understanding of English language
literary or creative works for enjoyment; and
v) use correct and appropriate rules of grammar in speech and
writing

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CURRICULUM ORGANISATION

The Standard-Based English Language Curriculum for Malaysian National Primary

Schools (SK) is designed to provide pupils with a strong foundation in the English
language. It is stipulated in the KSSR syllabus that teachers should use Standard
British English as a reference and model for teaching the language. It should be
used as a reference for spelling and grammar as well as pronunciation for
standardisation.