Chapter 4

Rules for Teaching Grammar

MODULE OVERVIEW

Welcome to Chapter 4 of our module on Teaching Grammar: Rules for

Teaching Grammar. In this chapter, we will explore six important rules that
can guide us in effectively teaching grammar to our students. These rules
provide valuable insights into creating a rich and engaging learning
environment where grammar instruction becomes meaningful and
purposeful.

The first rule we will delve into is the Rule of Context. This rule emphasizes
the significance of teaching grammar in meaningful contexts that relate to
students' real-life experiences. By embedding grammar instruction in
authentic situations, we can help learners understand how grammar
functions in actual communication and how it contributes to conveying
meaning effectively.

Next, we will explore the Rule of Use. This rule underscores the importance
of teaching grammar in a way that focuses on its practical application. By
highlighting the relevance of grammar in real-world language use, we can
help students understand why specific grammatical structures are
important and how they can be utilized to express themselves accurately
and appropriately.

The Rule of Economy will also be discussed, highlighting the idea of

teaching grammar in a concise and efficient manner. This rule encourages
teachers to prioritize essential grammatical concepts and structures,
avoiding overwhelming students with unnecessary rules and exceptions. By
focusing on the most crucial aspects, we can ensure that students acquire a
solid foundation in grammar without unnecessary complexity.

The Rule of Relevance emphasizes the need to make grammar instruction

relevant and meaningful to students' lives. By relating grammar concepts
to their interests, experiences, and goals, we can enhance their motivation
and engagement in the learning process. This rule reminds us to make
grammar instruction personally meaningful and relatable to our students.

Another essential rule is the Rule of Nurture, which highlights the

importance of creating a supportive and nurturing learning environment. By
providing a safe space for students to make mistakes, ask questions, and
actively participate, we can foster a positive learning atmosphere that
encourages experimentation and growth. This rule emphasizes the role of
encouragement, constructive feedback, and individualized support in
promoting students' grammar development.

Lastly, we will explore the Rule of Appropriacy. This rule emphasizes the

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 need to consider the appropriate level of grammar instruction for our
students. It reminds us to align our teaching with students' proficiency
levels, ensuring that the complexity and depth of grammar instruction are
suitable for their current stage of language development. This rule
encourages us to scaffold learning experiences and gradually introduce
more complex grammatical concepts as students progress.

Throughout this chapter, we will explore each rule in detail, providing

practical strategies and examples for implementing them in your teaching
practice. By applying these rules, you will be equipped with effective
approaches to engage and guide your students in mastering grammar with
confidence and fluency.

Let's embark on this journey of discovering the rules for teaching grammar
and empowering our students to become proficient and confident users of
the English language.

MODULE LEARNING OBJECTIVES

At the end of this module, you should be able to:

1. identify and analyze appropriate contexts for teaching specific grammar
concepts.
2. incorporate meaningful contexts into grammar instruction.
3. apply the Rule of Use by integrating authentic language use examples into
grammar lessons.
4. Create lesson plans that focus on core grammar principles and avoid
unnecessary details.
5. Develop instructional materials that are relevant and relatable to students'
lives and experiences.

6. Provide constructive feedback and individualized support to promote

students' grammar development.
7. Adapt teaching strategies based on students' needs and progress in
grammar learning.

Rules for Teaching Grammar

The Rule of Context

The Rule of Context, as proposed by Scott Thornbury, emphasizes the

importance of teaching grammar in meaningful contexts. It suggests that
grammar should not be taught in isolation but rather presented in relation
to the language and situations in which it is used.

When teaching grammar, it is crucial to provide learners with examples and

explanations that demonstrate how the grammar structure is used in real-
life communication. This means considering both the context of language
and the context of use.

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 The context of language refers to the linguistic environment in which the
grammar structure is typically found. For example, when teaching the
present continuous tense, it is helpful to present examples that show how
this tense is used to describe ongoing actions or temporary situations
happening at the moment of speaking. By presenting the grammar in
context, learners can better understand its purpose and usage.

The context of use focuses on the meaning and communicative function of

the grammar structure. It involves highlighting how the grammar rule
contributes to effective communication. For instance, when teaching the
use of modal verbs for expressing obligation, it is essential to demonstrate
how these verbs help convey different levels of necessity and responsibility
in various situations.

By teaching grammar in context, learners can develop a deeper

understanding of how grammar operates within real language and gain the
skills to use it appropriately. This approach encourages learners to connect
grammar to their own experiences and facilitates the transfer of knowledge
to real-life communication situations. Ultimately, the Rule of Context
enhances learners' ability to use grammar effectively and meaningfully in
their language interactions.

To familiarize with the rule of context, study the table below:

Rule of
Context Description
Teach
grammar in Present grammar structures in relation to language and
context situations where they are used.

Context of Consider the linguistic environment where the grammar

Language structure is typically found.
- Provide examples that reflect how the grammar structure
is used in real-life communication.
- Show how the structure fits into the overall language
system.

Focus on the meaning and communicative function of the

Context of Use grammar structure.
- Demonstrate how the grammar rule contributes to
effective communication.
- Highlight the purpose and usage of the grammar structure
in different contexts.

Re- If a grammar item is initially presented out of context, re-

Contextualization contextualize it as soon as possible.
- Ensure learners understand how the grammar structure is

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 Rule of
Context Description
used in authentic language use.
- Reinforce comprehension by providing examples that show
the grammar structure in meaningful communication.

- Enhances understanding of how grammar operates within

Benefits real language.
- Promotes the transfer of grammar knowledge to real-life
communication.
- Enables learners to apply grammar structures
appropriately.
Here's a tabular presentation of the Rule of Context in grammar
teaching:
The tabular presentation provides a concise overview of the Rule of Context in
grammar teaching. The provided table presents a clear and organized overview
of the Rule of Context in grammar teaching. It highlights the key components
and benefits associated with this rule.

The table begins by emphasizing the importance of teaching grammar in

context, which means presenting grammar structures in relation to the language
and situations where they are used. By doing so, learners can better understand
the purpose and usage of grammar in real-life communication.

The next section focuses on the context of language. It suggests considering the
linguistic environment in which the grammar structure is typically found. This
involves providing examples that reflect how the grammar structure is used in
authentic language usage. It also emphasizes the importance of showing how
the structure fits into the overall language system. This way, learners can gain a
comprehensive understanding of how grammar operates within the language
they are learning.

The context of use is then discussed, emphasizing the importance of highlighting

the meaning and communicative function of the grammar structure. By
demonstrating how the grammar rule contributes to effective communication
and providing examples in different contexts, learners can grasp the purpose
and usage of the structure in a meaningful way.

The table also highlights the concept of re-contextualization. If a grammar item

is initially presented out of context, it is important to re-contextualize it as soon
as possible. This ensures that learners understand how the grammar structure is
used in authentic language use. By providing examples that show the grammar
structure in meaningful communication, comprehension is reinforced, and
learners can see its relevance and application.

Lastly, the table mentions the benefits of teaching grammar in context. It states
that this approach enhances understanding of how grammar operates within real
language, promotes the transfer of grammar knowledge to real-life

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communication, and enables learners to apply grammar structures
appropriately.

Overall, the table provides a concise and informative summary of the Rule of
Context, effectively highlighting its key components and benefits. It serves as a
helpful reference for teachers and learners alike in understanding the
importance of teaching and learning grammar within meaningful contexts. g,
outlining its key aspects, including teaching grammar in context, considering the
context of language and use, re-contextualizing grammar structures, and the
benefits it offers to learners.

The Rule of Context in grammar teaching is essential for effective language

learning. Here are some important aspects to consider regarding this rule:

a. Meaningful Learning: Teaching grammar in context helps learners

understand the meaning and purpose behind grammar structures. By
presenting grammar in relation to real-life situations and language usage,
learners can see how grammar functions and apply it meaningfully in their
own communication.

b. Authentic Language Use: Contextualized grammar teaching allows

learners to connect grammar to authentic language use. By providing
examples and explanations that reflect how grammar structures are used
in real-life communication, learners develop a deeper understanding of
how grammar operates within the language they are learning.

c. Comprehension and Retention: Presenting grammar in context enhances

learners' comprehension and retention of grammar structures. When
learners see how grammar fits into meaningful language contexts, they
are more likely to understand and remember its usage, leading to better
long-term retention.

d. Transferability: Teaching grammar in context facilitates the transfer of

grammar knowledge to real-life communication. By providing learners
with examples and opportunities to practice using grammar structures in
meaningful ways, they can apply what they have learned in various
communication situations outside the classroom.

e. Relevance and Motivation: Contextualized grammar teaching ensures that

learners understand the relevance and importance of grammar in their
language learning journey. When learners see how grammar structures
contribute to effective communication and meet their personal language
needs, they become more motivated to learn and apply them accurately.

f. Language Awareness: Teaching grammar in context helps develop

learners' language awareness. By exploring grammar structures within
meaningful language contexts, learners become more conscious of how
language works and can analyze and interpret grammar rules
independently.

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 g. Communication Skills: The Rule of Context supports the development of
learners' communicative skills. By presenting grammar structures in
context, learners are better equipped to use them appropriately and
effectively in real-life communication, enhancing their overall
communicative competence.

h. Enhanced Engagement: Contextualized grammar teaching increases

learner engagement. When grammar is presented in relevant and
meaningful contexts, learners are more likely to be actively involved in
the learning process, as they can relate the grammar structures to their
own experiences and language needs.

Overall, the Rule of Context is crucial in grammar teaching as it promotes

meaningful and effective language learning. By presenting grammar in
context, learners can better understand, retain, and apply grammar
structures, leading to improved communication skills and language
proficiency.

The Rule of Use

The Rule of Use, as advocated by Scott Thornbury, highlights the

significance of teaching grammar with the ultimate goal of facilitating
learners' comprehension and production of real language. It emphasizes
the importance of providing learners with ample opportunities to actively
apply and use grammar in communicative contexts.

Rule of Use Description

Teach grammar to facilitate The primary objective of teaching grammar is to help

comprehension and production learners understand the meaning and usage of grammar
of real language. structures in real language contexts.

Provide opportunities for Learners should have ample opportunities to actively apply
learners to put grammar to

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 Rule of Use Description

communicative use. and use grammar structures in communicative contexts.

Grammar instruction should be embedded in meaningful

Emphasize meaningful contexts and authentic contexts that reflect real-life language use.

Learners need to comprehend the meaning and usage of

Foster comprehension through grammar structures before they can effectively produce
communicative practice. them in communication.

Grammar instruction should be integrated with listening,

Integrate grammar with other speaking, reading, and writing skills to help learners see
language skills how grammar functions across different language modes.

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 Rule of Use Description

Teachers should offer constructive feedback and error

Provide error correction and correction to help learners identify and rectify grammar
feedback mistakes.

Promote active engagement Learners should be actively engaged in using grammar

and communicative tasks. structures to achieve meaningful communication goals.

This tabular presentation provides a concise summary of the Rule of Use in

grammar teaching. It outlines the key components, such as facilitating
comprehension and production of real language, providing opportunities for
communicative use, emphasizing meaningful contexts, integrating
grammar with other language skills, offering error correction and feedback,
and promoting active engagement in communicative tasks. The table
serves as a useful reference to highlight the important aspects of the Rule
of Use in effective grammar instruction.

When implementing the Rule of Use, the following aspects should be

considered:

a. Comprehension and Production: The primary aim of teaching grammar is

to enable learners to understand and use it effectively. Teachers should
focus on helping learners comprehend the meaning and usage of
grammar structures, as well as providing them with opportunities to
actively produce and use those structures in meaningful communication.

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b. Meaningful Contexts: Grammar instruction should be embedded in
meaningful and authentic contexts. Learners need to understand how
grammar structures are used in real-life situations and how they
contribute to effective communication. By providing examples and
practice activities that reflect authentic language use, learners can see
the relevance and purpose of grammar in their daily interactions.

c. Communicative Practice: The Rule of Use emphasizes the importance of

providing learners with opportunities for communicative practice. This
involves designing activities, tasks, and exercises that require learners
to actively use grammar structures to achieve meaningful
communication goals. By engaging in communicative tasks, learners can
apply grammar in context, develop fluency, and improve their overall
communication skills.

d. Integration of Skills: Grammar instruction should be integrated with

other language skills, such as listening, speaking, reading, and writing.
By integrating grammar practice with the development of these skills,
learners can see how grammar functions across different modes of
communication. This integration helps learners understand how
grammar structures are used and how they contribute to effective
communication in various language contexts.

e. Error Correction and Feedback: The Rule of Use acknowledges that

errors are a natural part of the language learning process. Teachers
should provide constructive feedback and error correction to help
learners identify and correct their mistakes. By addressing errors in a
supportive and informative manner, learners can improve their accuracy
and develop a deeper understanding of grammar usage.

By adhering to the Rule of Use, teachers can create a learner-centered

classroom environment that promotes active engagement and meaningful
practice of grammar. Learners are encouraged to use grammar structures
in authentic contexts, leading to enhanced comprehension, fluency, and
proficiency in real language use. Through communicative practice,
integration of skills, and targeted error correction, learners can develop the
ability to apply grammar effectively and confidently in their communication.

The Rule of Economy

The Rule of Economy in grammar teaching emphasizes the importance of

minimizing the time spent on direct presentation of grammar rules and
maximizing the time allocated for learners to actively practice using those
grammar structures. This approach aims to optimize instructional time and
foster meaningful language practice.

Here are some key points on the Rule of Economy:

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Focus on Practice: The Rule of Economy recognizes that learners acquire
and internalize grammar through extensive practice. Therefore, the
majority of classroom time should be dedicated to providing learners with
opportunities to use grammar structures in various communicative
activities and tasks. By engaging in meaningful practice, learners develop a
deeper understanding and mastery of grammar.

Selective Presentation: Instead of spending excessive time on detailed

explanations and exhaustive rule-based presentations, the Rule of Economy
advocates for a selective and focused approach to presenting grammar.
Teachers should identify and present the essential aspects of grammar
structures that learners need to comprehend and use effectively. This
allows for a more efficient use of classroom time.

Scaffolded Instruction: Rather than overwhelming learners with a large

amount of grammatical information at once, the Rule of Economy suggests
providing scaffolded instruction. Teachers should introduce grammar
structures gradually, starting with basic concepts and progressively
building upon them. This approach allows learners to consolidate their
understanding before moving on to more complex grammar rules.

Contextualized Instruction: To make the most of instructional time, the

Rule of Economy encourages contextualized instruction. Grammar should
be taught within meaningful language contexts that reflect real-life
communication. By presenting grammar in authentic situations, learners
can better understand its relevance and application, enabling them to use it
more effectively.

Integrated Practice: The Rule of Economy emphasizes integrating

grammar practice with other language skills. Rather than isolating grammar
exercises, teachers should design activities and tasks that incorporate
grammar into meaningful language use. This integration helps learners see
the interconnectedness of grammar with other aspects of language and
facilitates the transfer of grammar knowledge to real-life communication.

Efficient Error Correction: Effective error correction is an important

aspect of the Rule of Economy. Teachers should provide timely and
targeted feedback on learners' grammar errors, focusing on the most
significant and recurring issues. By addressing errors efficiently, learners
can gain a better understanding of correct grammar usage without
consuming excessive class time.

Student-Centered Approach: The Rule of Economy promotes a student-

centered approach to grammar teaching. Teachers should facilitate
learners' active engagement and participation in the learning process,
allowing them to take ownership of their learning. By providing a supportive
and interactive learning environment, learners can practice grammar
autonomously, maximizing their use of class time.

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 By following the Rule of Economy, teachers can optimize instructional time
and create a dynamic and efficient learning environment. By minimizing
direct presentation time and maximizing practice time, learners have more
opportunities to actively engage with grammar structures and develop their
language skills effectively.

Rule of Economy Description

Minimize presentation time The focus is on reducing the time spent on direct presentation of grammar rules and
to maximize practice time. explanations.

The majority of classroom time should be dedicated to providing learners with ample
Emphasize extensive opportunities to actively practice using grammar structures in meaningful
practice communication.

Instead of exhaustive presentations, teachers selectively present the essential aspects of

Selective presentation grammar structures that learners need to comprehend and use effectively.

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 Rule of Economy Description

Grammar structures are introduced gradually, starting with basic concepts and
progressing to more complex rules. This allows learners to consolidate their
Scaffolded instruction understanding and build upon their knowledge over time.

Grammar is taught within authentic language contexts to demonstrate its relevance and
Contextualized instruction practical application in real-life communication.

Grammar practice is integrated with other language skills, such as listening, speaking,
reading, and writing. Learners engage in activities that incorporate grammar into
meaningful language use, fostering a holistic understanding of grammar's role in
Integrated practice communication.

Teachers provide timely and targeted feedback on learners' grammar errors, focusing
Efficient error correction on significant and recurring issues. This helps learners develop a better understanding
and feedback of correct grammar usage without consuming excessive class time.

Student-centered approach Teachers create a student-centered learning environment that encourages learners to

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 Rule of Economy Description

actively engage and take ownership of their learning. Learners are empowered to
practice grammar autonomously, maximizing their use of class time.

This table presents a concise overview of the Rule of Economy in grammar

teaching. It highlights the key components, such as minimizing presentation
time, emphasizing extensive practice, selective presentation, scaffolded
instruction, contextualized instruction, integrated practice, efficient error
correction and feedback, and a student-centered approach. The table serves as
a handy reference to understand the essential aspects of the Rule of Economy
and its implications for optimizing instructional time in grammar teaching.

The Rule of Relevance

The rule of relevance in grammar teaching emphasizes the importance of

focusing on teaching grammar structures that students actually struggle with or
have difficulty understanding. It suggests that teachers should identify the
specific grammar areas in which students encounter challenges and tailor their
instruction accordingly. Additionally, it emphasizes the need to assess students'
prior knowledge and build upon their existing understanding of grammar.

Here are some key points to expound upon the Rule of Relevance:

a. Diagnostic Assessment: To determine the grammar areas that students

have problems with, teachers should conduct diagnostic assessments or
needs analysis. These assessments can include quizzes, writing samples,
speaking activities, or error analysis to identify the specific grammar
structures that students struggle with or make errors in. This step is
crucial in identifying the relevant grammar points to address in
instruction.

b. Targeted Instruction: Once the problematic grammar areas are identified,

teachers can focus their instruction on those specific areas. Instead of
following a rigid curriculum that covers grammar indiscriminately, the
Rule of Relevance encourages teachers to prioritize and allocate more
instructional time to the grammar structures that students find
challenging.

c. Differentiated Instruction: Within a classroom, students may have varying

levels of proficiency and different areas of difficulty in grammar. The Rule
of Relevance promotes differentiated instruction, wherein teachers
provide customized instruction and practice activities based on students'

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 individual needs. This ensures that each student receives targeted
support for their specific grammar challenges.

d. Building on Prior Knowledge: The Rule of Relevance also emphasizes the

importance of building upon students' existing knowledge of grammar.
Teachers should assess what students already know about a particular
grammar structure and then scaffold their instruction accordingly. By
connecting new grammar concepts to students' prior knowledge, teachers
can facilitate comprehension and make learning more meaningful and
relevant.

5. Engaging Activities: To teach relevant grammar, teachers should design

engaging activities and tasks that allow students to practice and apply the
targeted grammar structures in meaningful ways. By providing
opportunities for students to use grammar in authentic contexts, such as
role plays, discussions, or real-life scenarios, learners can see the practical
relevance of the grammar rules they are learning.

6. Error Analysis and Correction: As students engage in grammar practice,

teachers should analyze and provide corrective feedback on their errors. By
focusing on the specific grammar issues that students face, teachers can
offer targeted guidance to help students improve their accuracy and
understanding of those grammar structures.

7. Ongoing Assessment: The Rule of Relevance emphasizes the need for

ongoing assessment to monitor students' progress in the targeted
grammar areas. Teachers should continually evaluate students'
performance and adjust instruction as needed to ensure that students
are making progress and addressing their grammar difficulties
effectively.

By adhering to the Rule of Relevance, teachers can create a more student-

centered and tailored approach to grammar instruction. By addressing the
specific grammar challenges that students face, building on their prior
knowledge, and providing engaging activities, teachers can enhance
students' understanding and proficiency in those areas, leading to
more effective and relevant g

The table on the next page provides a concise overview of the Rule of
Relevance in grammar teaching. It highlights the key components, such as
focusing on problematic grammar areas, conducting diagnostic
assessments, providing targeted and differentiated instruction, building on
prior knowledge, designing engaging activities, analyzing and correcting
errors, and conducting ongoing assessment. The table serves as a useful
reference to understand the essential aspects of the Rule of Relevance and
its implications for effective grammar instruction.

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 rammar learning experiences.

Rule of Relevance Description

Teach only grammar

that students have The focus is on teaching grammar structures that students find
problems with. challenging or struggle to understand.

Teachers use diagnostic assessments or needs analysis to identify

Conduct diagnostic the specific grammar areas in which students encounter difficulties
assessments or make errors.

Instruction is tailored to address the specific grammar structures

that students struggle with. Rather than following a rigid curriculum,
teachers prioritize and allocate more time to the relevant grammar
Targeted instruction areas.

Differentiated Instruction is differentiated based on students' individual needs and

instruction proficiency levels. Teachers provide customized support and
practice activities to address each student's specific grammar
challenges.

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 Rule of Relevance Description

Teachers assess students' existing knowledge of grammar and

scaffold instruction to connect new concepts to students' prior
Build on prior understanding. This helps make learning more meaningful and
knowledge relevant for students.

Teachers create activities and tasks that allow students to practice

and apply the targeted grammar structures in authentic and
Design engaging meaningful contexts. Students can see the practical relevance of
activities the grammar rules they are learning.

Teachers analyze students' errors in the relevant grammar areas

Analyze and correct and provide corrective feedback to help students improve their
errors accuracy and understanding.

Continuous assessment is conducted to monitor students' progress

in the targeted grammar areas and adjust instruction as needed to
Ongoing assessment ensure effective addressing of grammar difficulties.

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The Rule of Nurture

The rule of nurture in grammar teaching acknowledges that teaching alone

does not guarantee learning. It emphasizes that language learning is a gradual
and complex process that requires the right conditions to foster meaningful
and effective learning experiences. The Rule of Nurture suggests that teachers
should create an optimal learning environment and provide appropriate
support to facilitate the learning of grammar.

Here are some key points to discuss and expound upon the Rule of Nurture:

a. Gradual Language Acquisition: The Rule of Nurture recognizes that

language learning is a gradual process that occurs over time. It
acknowledges that learners progress through different stages of
language acquisition, gradually building their understanding and
proficiency in grammar. Teachers should be patient and understanding,
allowing learners to develop their language skills at their own pace.

b. Meaningful and Authentic Input: To nurture grammar learning, teachers

should provide learners with meaningful and authentic language input.
This includes exposure to a variety of texts, audiovisual materials, and
real-life language use. Authentic input helps learners to naturally
encounter and internalize grammar structures in context, enabling them
to grasp their meaning and usage more effectively.

c. Language Use in Context: The Rule of Nurture emphasizes the

importance of using grammar structures in authentic contexts. Teachers
should provide opportunities for learners to practice using grammar in
meaningful communication. This can be achieved through interactive
activities, role-plays, discussions, and real-life language tasks that
simulate real-world language use. By using grammar in context, learners
develop a deeper understanding and application of grammar rules.

d. Supportive Learning Environment: Creating a supportive and positive

learning environment is essential for nurturing grammar learning.
Teachers should establish a safe and encouraging atmosphere where
learners feel comfortable taking risks and making mistakes. This fosters
learner autonomy, motivation, and confidence, which are crucial factors
for successful grammar acquisition.

e. Scaffolded Instruction: The Rule of Nurture suggests providing scaffolding

to support learners' grammar learning. Teachers should offer structured
guidance, gradually reducing support as learners gain proficiency.
Scaffolding can include providing clear explanations, offering examples,
and giving step-by-step instructions to help learners grasp grammar
concepts and apply them in their language production.

f. Error Correction and Feedback: Teachers play a vital role in providing

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 corrective feedback to learners. By identifying and addressing grammar
errors, teachers help learners refine their understanding and application
of grammar rules. Constructive and timely feedback assists learners in
making appropriate adjustments and improving their accuracy in using
grammar structures.

g. Patience and Persistence: The Rule of Nurture reminds teachers to be

patient and persistent in supporting learners' grammar learning.
Language acquisition takes time, and learners may encounter difficulties
or setbacks along the way. Teachers should maintain a positive attitude,
encouraging learners to persevere and providing ongoing support to
foster continuous improvement.

By following the Rule of Nurture, teachers can create an environment that

facilitates effective grammar learning. By providing meaningful input, using
grammar in authentic contexts, fostering a supportive atmosphere, offering
scaffolded instruction, providing error correction and feedback, and
maintaining patience and persistence, teachers can nurture learners' language
development and enhance their understanding and usage of grammar
structures.

This table on the next presents a concise overview of the Rule of Nurture in
grammar teaching. It highlights the key components, such as the
understanding that teaching doesn't always lead to learning, the recognition of
language learning as a gradual process, the provision of the right learning
conditions, the importance of meaningful and authentic input, the use of
language in context, the creation of a supportive environment, scaffolded
instruction, error correction and feedback, and the need for patience and
persistence. The table serves as a useful reference to understand the essential
aspects of the Rule of Nurture and its implications for nurturing grammar
learning.

Rule of Nurture Description

Teaching doesn’t always

cause learning Recognizes that teaching alone does not guarantee language learning.

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 Rule of Nurture Description

Language learning is a Acknowledges that language acquisition occurs over time and progresses through
gradual process different stages.

Provide the right conditions Emphasizes the importance of creating an optimal learning environment that fosters
for grammar learning meaningful and effective learning experiences.

Meaningful and authentic Exposes learners to authentic language input through a variety of texts, audiovisual
input materials, and real-life language use.

Provides opportunities for learners to practice grammar in authentic contexts through

Language use in context interactive activities, discussions, and real-life language tasks.

Supportive learning Creates a positive and supportive atmosphere where learners feel safe to take risks
environment and make mistakes.

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 Rule of Nurture Description

Provides structured guidance and support to help learners understand and apply
Scaffolded instruction grammar concepts.

Error correction and Offers constructive feedback on learners' grammar errors to help them improve their
feedback understanding and accuracy.

Maintains a patient and persistent approach to support learners' grammar learning,

understanding that language acquisition takes time and learners may encounter
Patience and persistence difficulties.

The Rule of Appropriacy

The rule of appropriacy in grammar teaching emphasizes the need to interpret

and apply all the previous rules (context, use, economy, relevance, and
nurture) according to the specific level, needs, interests, expectations, and
cultural backgrounds of the learners. It highlights the importance of adapting
instructional strategies, materials, and activities to ensure they are suitable
and relevant for the learners' unique characteristics.

Here are some key points to discuss and expound upon the Rule of
Appropriacy:

a. Learner-Centered Approach: The Rule of Appropriacy promotes a learner-

centered approach to grammar teaching. It recognizes that each learner

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 is unique and has different abilities, learning styles, and preferences.
Teachers should consider these factors when designing and delivering
grammar instruction, ensuring it aligns with the specific needs and
characteristics of the learners.

b. Level of Proficiency: Teachers should consider the learners' level of

proficiency in the target language when applying the Rule of
Appropriacy. Instructional materials, activities, and language tasks
should be appropriate and challenging enough to engage learners at
their current level, without overwhelming them or being too easy. This
ensures learners are appropriately supported and motivated to make
progress in their grammar learning.

c. Needs Analysis: Conducting a thorough needs analysis is essential to

interpret the Rule of Appropriacy effectively. Teachers should assess
learners' specific language needs, such as whether they require grammar
instruction for academic purposes, professional communication, or
everyday interactions. This analysis helps teachers tailor instruction and
prioritize grammar areas that are most relevant and beneficial to the
learners.

d. Interests and Motivation: Taking into account learners' interests and

motivation is crucial for applying the Rule of Appropriacy. Teachers can
incorporate topics, themes, and examples in grammar instruction that
resonate with learners' personal interests or are relevant to their fields of
study or future goals. This fosters engagement, active participation, and
a deeper connection to the grammar concepts being taught.

e. Cultural Sensitivity: The Rule of Appropriacy acknowledges the influence

of cultural backgrounds on language learning. Teachers should be
mindful of learners' cultural norms, values, and sensitivities when
selecting materials and designing activities. By incorporating culturally
appropriate examples and promoting respectful discussions, teachers
create an inclusive and supportive learning environment.

f. Flexibility and Adaptability: Applying the Rule of Appropriacy requires

flexibility and adaptability in teaching practices. Teachers should be open
to adjusting their instructional strategies, materials, and assessments
based on ongoing assessment data, learner feedback, and emerging
needs. This ensures that the grammar instruction remains relevant,
engaging, and meaningful for the learners.

g. Differentiation and Individualization: The Rule of Appropriacy supports

differentiation and individualization in grammar teaching. Teachers
should provide opportunities for learners to work at their own pace, offer
alternative approaches to instruction, and provide additional support or
challenges as needed. This allows learners to progress according to their
abilities and ensures that their specific grammar learning needs are met.

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By applying the Rule of Appropriacy, teachers can create a learning
environment that is responsive to the unique characteristics and requirements
of the learners. By considering learners' proficiency levels, conducting needs
analyses, incorporating their interests and cultural backgrounds, and being
flexible in instructional approaches, teachers can facilitate effective grammar
learning that is relevant, engaging, and meaningful for the learners.

The table below provides a concise overview of the Rule of Appropriacy in

grammar teaching. It highlights the key components, such as interpreting rules
according to learners' characteristics, adopting a learner-centered approach,
considering proficiency levels, conducting needs analysis, incorporating
learners' interests and motivation, demonstrating cultural sensitivity, flexibility
and adaptability, and implementing differentiation and individualization. The
table serves as a useful reference to understand the essential aspects of the
Rule of Appropriacy and its implications for effective grammar instruction.

Rule of Appropriacy Description

Recognizes the need to adapt and interpret all the
previous rules (context, use, economy, relevance, and
nurture) in grammar teaching according to the specific
Interpret all rules level, needs, interests, expectations, and cultural
according to learners' backgrounds of learners.
level, needs, interests,
expectations, and
cultural backgrounds

Emphasizes a learner-centered approach in grammar

Learner-centered teaching, considering each learner's unique abilities,
approach learning styles, and preferences.

Takes into account the learners' current level of

Consider level of proficiency in the target language when designing and
proficiency delivering grammar instruction.

Conducts a needs analysis to assess learners' specific

language needs, enabling teachers to tailor instruction
Needs analysis to address those needs effectively.

Incorporate learners' Integrates learners' interests, hobbies, and motivation

interests and into grammar instruction to enhance engagement and
motivation relevance.

Cultural sensitivity Demonstrates cultural sensitivity by considering

learners' cultural backgrounds, norms, values, and
sensitivities when selecting materials and designing

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Rule of Appropriacy Description
activities.

Adapts teaching strategies, materials, and

assessments based on ongoing assessment data,
Flexibility and learner feedback, and emerging needs to ensure
adaptability relevance and effectiveness in grammar instruction.

Implements differentiation and individualization in

Differentiation and grammar teaching to cater to learners' varying
individualization abilities and specific grammar learning needs.

LEARNING ACTIVITY 1

Multiple Choice : Encircle the letter of the best answer.

1. Which rule emphasizes teaching grammar in context?

a) Rule of use
b) Rule of economy
c) Rule of context
d) Rule of relevance

2. Which rule aims to facilitate learners' comprehension and production of real

language?
a) Rule of context
b) Rule of use
c) Rule of economy
d) Rule of relevance

3. Which rule suggests minimizing presentation time to maximize practice time?

a) Rule of use
b) Rule of economy
c) Rule of context
d) Rule of relevance

4. Which rule focuses on teaching only the grammar that students have
difficulties with?
a) Rule of relevance
b) Rule of nurture
c) Rule of use
d) Rule of context

5. Which rule recognizes that teaching doesn't always cause learning and

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emphasizes providing the right conditions for grammar learning?
a) Rule of relevance
b) Rule of nurture
c) Rule of use
d) Rule of economy

6. The rule of __________ emphasizes the importance of interpreting all the rules
according to learners' characteristics and needs.
a) context
b) use
c) relevance
d) appropriacy

7. The rule of __________ suggests teaching grammar in order to facilitate

learners' comprehension and production of real language.
a) use
b) context
c) relevance
d) nurture

8. The rule of __________ emphasizes minimizing presentation time to maximize

practice time.
a) use
b) economy
c) context
d) nurture

9. The rule of __________ suggests teaching only the grammar that students have
problems with.
a) relevance
b) use
c) context
d) nurture

10. The rule of __________ recognizes that teaching doesn't always cause
learning and emphasizes providing the right conditions for grammar learning.
a) relevance
b) nurture
c) use
d) context

11. The rule of appropriacy emphasizes interpreting the rules according to

learners' level, needs, interests, expectations, and __________.
a) context
b) use
c) economy
d) cultural backgrounds

12. The rule of context emphasizes teaching grammar in the context of

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__________.
a) use
b) relevance
c) nurture
d) language

13. The rule of use aims to facilitate learners' comprehension and production of
__________ language.
a) real
b) contextual
c) relevant
d) grammatical

14. The rule of economy suggests minimizing __________ time to maximize

practice time.
a) presentation
b) comprehension
c) production
d) application

15. The rule of relevance suggests teaching only grammar that students have
__________ with.
a) proficiency
b) familiarity
c) difficulties
d) interest

16. The rule of nurture recognizes that language learning is a __________

process.
a) gradual
b) rapid
c) linear
d) static

17. The rule of context emphasizes re-contextualizing grammar items as soon

as possible when they are taken out of __________.
a) use
b) relevance
c) context
d) comprehension

18. The rule of use emphasizes providing opportunities for learners to put
grammar to __________ use.
a) communicative
b) meaningful
c) context
d) relevant

19. The rule of economy suggests that teachers should minimize presentation

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time to maximize __________ time.
a) practice
b) comprehension
c) application
d) analysis

20. The rule of relevance encourages teachers to identify and teach grammar
points that are __________ for the students.
a) familiar
b) essential
c) challenging
d) irrelevant

21. The rule of nurture emphasizes that teaching doesn't always cause
__________ and that language learning is a gradual process.
a) understanding
b) practice
c) learning
d) communication

22. The rule of context encourages teachers to teach grammar in a way that
connects to the __________ of language and its use.
a) rules
b) context
c) structure
d) form

23. The rule of use highlights the importance of providing opportunities for
learners to put grammar into __________.
a) practice
b) context
c) analysis
d) isolation

24. The rule of economy suggests that teachers should focus on maximizing
__________ time to help learners internalize grammar concepts.
a) presentation
b) practice
c) assessment
d) reflection

25. The rule of relevance encourages teachers to prioritize teaching grammar

points that are __________ to the students' needs.
a) interesting
b) new
c) challenging
d) problematic

26. The rule of nurture emphasizes the importance of creating the right

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__________ for grammar learning.
a) context
b) opportunities
c) conditions
d) challenges

27. The rule of context suggests that if grammar is taken out of context, it
should be re-contextualized as soon as __________.
a) possible
b) necessary
c) appropriate
d) convenient

28. The rule of use emphasizes that grammar should be taught in a way that
helps learners understand and produce __________ language.
a) accurate
b) relevant
c) formal
d) real

29. The rule of economy suggests that teachers should focus on providing
ample __________ time for learners rather than lengthy explanations.
a) presentation
b) practice
c) testing
d) reflection

30. The rule of relevance encourages teachers to identify grammar points that
are __________ to the learners' current language proficiency.
a) problematic
b) irrelevant
c) advanced
d) familiar

LEARNING ACTIVITY 2

Activity: Critical Reading and Identifying Scenarios/Situations

1.Form small groups of 3-4 members each.

2. Each group will receive a set of scenarios or situations that depict

various language usage examples.

3. Read each scenario carefully within your group and discuss whether the
rule of grammar teaching is observed or violated in that particular
situation. Analyze the context, language use, and application of the rules
discussed earlier (context, use, economy, relevance, nurture, and

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 appropriacy).

4. Have a thorough discussion within your group and provide reasoning for
your conclusions. Consider the specific rule being observed or violated
and explain how the scenario aligns or deviates from that rule.

5. After analyzing each scenario, prepare a short presentation to share

your findings with the entire class. Explain the rule being observed or
violated, provide evidence from the scenario, and discuss the implications
of such observations.

6. During the class-wide discussions, actively participate by sharing your

perspectives, challenging the conclusions of other groups, and engaging
in debates. Foster critical thinking and deeper analysis.

7. Listen attentively to other groups' presentations and take notes for

further discussion.

8. Conclude the activity by summarizing the main points raised during the
discussions and reflecting on the importance of observing the rules of
grammar teaching in various real-life situations.

Note: You can create your own set of scenarios or use the following
examples:

Scenario 1:

Maria is teaching a group of intermediate English learners. She provides

them with a reading passage and asks them to identify and underline the
verbs in the text. Afterward, she engages them in a discussion about the
different verb tenses used and how they contribute to the overall meaning
of the passage.

Scenario 2:

During a conversation class, the students are discussing their weekend

plans. One student says, "I will go to the park on Saturday." Another
student interrupts and corrects them, saying, "No, you should say 'I'm
going to the park on Saturday' because it's a future plan."

Scenario 3:

In a grammar lesson, the teacher presents a rule about subject-verb

agreement and gives multiple examples to illustrate the concept. The
students then work in pairs to complete sentences by choosing the correct
verb form that agrees with the subject.

Scenario 4:

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During a speaking activity, a student consistently uses incorrect verb
tenses. The teacher, instead of correcting the student immediately, takes
note of the errors and plans to address them later during a specific
grammar-focused lesson.

Scenario 5:

In a writing assignment, a student uses complex grammatical structures

and vocabulary that are beyond their current language proficiency level.
The teacher provides constructive feedback, highlighting areas for
improvement and suggesting more appropriate language use.

Scenario 6:

In a grammar lesson, the teacher introduces the concept of modal verbs

and their various uses. The students then engage in a role-playing activity
where they take turns giving advice to each other using appropriate
modal verbs.

Scenario 7:
During a grammar review session, the teacher presents a set of sentences
with errors in verb tense consistency. The students work in pairs to
identify and correct the errors, discussing the reasons behind their
corrections.

Scenario 8:

In a listening activity, the students listen to a dialogue and are asked to

identify the reported speech used in the conversation. They then practice
transforming the reported speech into direct speech and vice versa.

Scenario 9:

During a grammar game, the teacher presents a series of sentences with

missing articles. The students compete in teams to fill in the correct
articles (a, an, or the) within a time limit, promoting accuracy and
understanding of article usage.

Scenario 10:

As part of a grammar lesson on conditionals, the teacher provides the

students with a set of real-life situations and asks them to create
conditional sentences to express the possible outcomes in each scenario.

Scenario 11:

In a grammar lesson on verb tenses, the teacher provides the students

with a series of sentences describing different actions. The students are

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 tasked with identifying the correct verb tense for each sentence and
explaining the reasons behind their choices.

Scenario 12:

During a grammar review session, the teacher presents a set of sentences

with common errors in subject-verb agreement. The students work
individually to identify and correct the errors, and then discuss their
corrections in pairs or small groups.

Note: As you work through the scenarios, remember to provide well-

reasoned explanations and engage in respectful and constructive
discussions. This activity aims to enhance your critical reading skills,
deepen your understanding of grammar rules, and encourage you to
apply them in real-life contexts.

LEARNING ACTIVITY 3
Answer the questions intelligently

1. How does considering the context of language use contribute to a more

meaningful and effective grammar instruction?
2. In what ways can teachers create opportunities for students to apply
grammar rules in authentic language use and foster their comprehension
and production of real language?
3. Reflect on the idea of minimizing presentation time to maximize practice
time in grammar teaching. How can teachers strike a balance between
explanation and hands-on practice?
4. Discuss the importance of teaching grammar points that students have
difficulties with. How can teachers identify and address these challenges
effectively?
5. How can teachers create the right conditions for grammar learning to
facilitate students' gradual progress and understanding of language
structures?
6. Explore the concept of appropriacy in grammar teaching. How can
teachers adapt their approach based on learners' levels, needs, interests,
expectations, and cultural backgrounds?
7. Consider the challenges of balancing the rule of context and the rule of
appropriacy. How can teachers ensure that the language context aligns
with students' cultural backgrounds and fosters inclusive and culturally
sensitive grammar instruction?
8. Discuss the potential tensions between the rule of use and the rule of
relevance. How can teachers strike a balance between teaching grammar
for communicative purposes while addressing students' specific needs
and language goals?
9. Reflect on the potential conflicts between the rule of economy and the
rule of nurture. How can teachers effectively manage the limited time

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 available for grammar presentation while providing ample opportunities
for students' gradual language development?
10. Explore the role of technology in teaching grammar and its
implications for the rules discussed. How can digital tools and online
resources support or challenge the application of these rules in
contemporary language classrooms?
11. How can teachers integrate authentic materials, such as newspaper
articles or podcasts, to provide meaningful contexts for teaching grammar
rules?

12. Discuss the role of communicative activities, such as role-plays or

group discussions, in helping students apply grammar rules in real-life
language use.

13. Reflect on the benefits of incorporating error correction techniques

during grammar practice activities. How can teachers strike a balance
between correcting errors and maintaining students' confidence?

14. Explore the concept of scaffolded instruction in grammar teaching.

How can teachers provide support and gradually release responsibility to
students as they learn and apply grammar rules?

15. Discuss the importance of providing timely and specific feedback to

students during grammar instruction. How can teachers effectively
provide feedback that addresses individual students' needs and promotes
continuous improvement?

.
LEARNING ACTIVITY 4

“Lesson Plan Scramble" Activity:

"Hello, students! Today, we're going to engage in a collaborative activity called

'Lesson Plan Scramble.' The objective is to work together to create a cohesive
and effective lesson plan. Here's what you need to do:

1. Form small groups of 3-5 members per group.

2. Each group will receive separate cards that contain different components
of a lesson plan, such as objectives, activities, assessments, resources,
and timing.
3. Your task is to organize these components and create a complete lesson
plan as a team.
4. Discuss and negotiate within your group to determine the best sequence
and arrangement of the components. Consider the logical flow and
coherence of the lesson plan.
5. Work together to ensure that all necessary elements are included and that
they align with the objectives.
6. You have a set time limit of [20-30 minutes] for this activity.

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 7. I will be available to answer any questions or provide guidance while you
work.
8. Once the time is up, each group will present their completed lesson plan
to the rest of the class.
9. After each presentation, we will have a brief discussion to provide
feedback and share thoughts on the lesson plans.
10. Pay attention to the strengths and areas for improvement
mentioned during the discussion.
11. Collaboration, organization, and coherence are key aspects of this
activity, so make sure to actively participate and contribute to your
group's efforts.

Are you ready? Get into your groups, distribute the cards, and begin organizing
your lesson plan. Enjoy the activity, and let's create some excellent lesson plans
together!"

REFERENCES

Thornbury, S. (1999). How to Teach Grammar. Pearson Education Limited.

Harmer, J. (2015). The Practice of English Language Teaching. Pearson

Education Limited.

Larsen-Freeman, D., & Celce-Murcia, M. (2015). The Grammar Book: Form,

Meaning, and Use for English Language Teachers. Heinle ELT.

Celce-Murcia, M., Larsen-Freeman, D., & Williams, H. A. (1999). The Grammar

Book: An ESL/EFL Teacher's Course (2nd ed.). Heinle & Heinle Publishers.

Hinkel, E. (2006). Teaching Academic ESL Writing: Practical Techniques in

Vocabulary and Grammar. Routledge.

Swan, M. (2005). Practical English Usage (3rd ed.). Oxford University Press.

Parrott, M. (2010). Grammar for English Language Teachers. Cambridge

University Press.

Ur, P. (2012). A Course in English Language Teaching. Cambridge University

Press.

Scrivener, J. (2011). Learning Teaching (3rd ed.). Macmillan Education.

Azar, B. S., & Hagen, S. A. (2017). Understanding and Using English Grammar
(5th ed.). Pearson Education.

Murphy, R. (2019). English Grammar in Use (5th ed.). Cambridge University

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Press.

Thornbury, S. (2006). An A-Z of ELT. Macmillan Education.

Larsen-Freeman, D. (2018). Teaching Grammar: From Rules to Reasons. Second

Language Teaching and Learning Series, Routledge.

Lightbown, P. M., & Spada, N. (2018). How Languages are Learned (4th ed.).
Oxford University Press.

Swan, M., & Smith, B. (2001). Learner English: A Teacher's Guide to Interference
and Other Problems (2nd ed.). Cambridge University Press.

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