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LECTURE 4. THE TECHNOLOGIES OF

TEACHING GRAMMAR (10-11-FORMS. AL and
VC)

Plan
1. The technologies of teaching grammar
2. Different technologies of Teaching Grammar
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The technologies of teaching 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 inac
curacies and slips (transposition, omission, redundancy, and overgeneraliz
ation) and language twists (ellipsis, tags, and anaphoric starts). AIM of Teac
hing Grammar – is developing learner’ grammatical competence.

transposition
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Transposition is a way of translation which supposes the change

of language elements order in the Target Text as compared to the
Source Text4 . The most common case of Transposition is the
change of word order in the sentence structure. It is known that
the word order in English and Russian sentences is different. It
means that the Theme and Reme pattern is not the same for
English and Uzbek sentences: Hunter hunts a wolf. Овчи бурини
улдирди. Овчи бури улдирди
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Grammatical competence may be

defined as knowledge of, and ability
to use, the grammatical resources of
a language
 Grammar is the total mechanism which a
language possesses and through which its
users are able to communicate with each
other.

Grammar refers to the formal analysis and

description of the rules of the language.

This is known as Descriptive grammar.

Grammar also refers to the rules for the correct use of a language which may
be prescribed for its users.
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Objectives of Teaching Grammar:
1. It helps to use the language effectively.
2. Knowledge of the underlying rules of grammar is
provided.
3. To develop students insight into the structure of
English language.
4.To enable the students to assimilate the correct
patterns of the language.
5. To teach grammar as a rule governed behavior.
6. To develop the mental abilities of reasoning and
correct observation.
7. To develop a scientific attitude in pupils.
 Principles of Teaching Grammar:

1. To let the pupils absorb grammatical items in the initial

stages.
2. Grammar should not begin on abstract lines and
principles.
3. Grammar points should begin with language.
4. Try to teach grammar and usage simultaneously.
5. Attention should be paid to the meaning of the structure.
6. Grammar should not be taught as an intellectual exercise.
 Types of Grammar:
I. Formal Grammar / Grammar translation Method / Prescriptive Grammar.
II. Functional Grammar / Incidental Grammar.

Formal Grammar / Prescriptive Grammar / Grammar Translation Method

It consists of elaborate rules, definitions and the structure of the language.
It deals mainly with the physical form of words, word endings and word groups.
It classifies words into parts of speech and sentences.
Reading and writing are considered essential.
Spoken English is mostly ignored.
The prescriptive grammar focuses on correction.
Deviation from rules is not allowed.
Students learn the rules and their functions in communication is neglected.

Functional Grammar / Incidental Grammar

1. This grammar is learnt by students unconsciously while
learning the language.
2. The focus is on appropriate utterances than on grammatical
sentences.
3. The functional grammar does not focus much on the form.
4. Change in the rules of language is allowed.
5. It is the grammar in operation.
Deductive method consists on
grammar-based language learning.

The motto is: grammar first, language

next.

Examples flow down from universal

rules.
The approach is: general to particular.
The teacher states the rules with
examples.
Children who already learnt some
language.
 Inductive method. Examples are given to the students. Out of the examples the rules are framed. This method
is called inductive method. It is the method of formulating generalization from concrete examples or facts.
Choice of method:
A good teacher of grammar should be eclectic.
He should have his own approach.
He should select what is best suitable.
He should explain and describe grammatical aspects.
He should have a definite plan for classroom transaction Steps in grammar or the organization of grammar
teaching:
A grammar class must be learner-friendly. There are four steps involved in grammar.
1. Presentation
2. Isolation and explanation
3. Practice
4. Evaluation Presentation:
The grammatical item or structure is presented in the form of a text.
The aim is to help the learners understand its form and meaning.
It is provided in the form of a story or dialogue. The teacher reads it aloud.
The students read aloud, repeat or reproduce from memory the use of grammar item.
Cover Isolation and exploration:
• Focus is on the grammatical items – its rules and its functions.
• The learners understand the various aspects of the grammatical item.
• Comparison, generalization and explanation is done in the mother tongue if necessary.
Practice:
Series of exercises are done both in the classroom and as home tasks. The learners understand the
grammatical items thoroughly.

Evaluation:
Tests are given to assess the understanding level of the grammatical items. It serves as a feedback both for
the teacher and the student.

Illustration:
Storytelling, developing creativity and question answer skill.
I was walking.
Where are you walking?
I was walking in a garden. What was in the garden? Etc.

Comprehension: Answering –questions by reading a passage. Passages with pictures will induce the
students to take part actively.
.
Principles
of selecting
AGM Wide spreading in oral speech – speaking (Present Ind. –
Active/Past Ind. – passive). Modeling – may become a model for
creating analogical form (kind-kindly).

Avoiding synonymic grammar features – including only one feature

from synonymic row (must/have to).
Principles of selecting PGM
Wide spreading Different technologies of Teaching Grammar English grammar is
in book and notoriously difficult to learn for both native and second-language
written style speakers.
There are so many intricacies, obscure rules, and exceptions that it
Poly – semantic
comes as no surprise that different generations of teachers have
used various approaches to teaching grammar to train literate
English writers.

In the past, memorization- based techniques that relied on

repetition slowly gave way to more creative methods.

Today, we live in a society that prizes literacy and is willing to adapt

to more effective methods to achieve the best results in teaching
grammar.
Diagramming
Sentences One of the older forms of teaching grammar, diagramming
sentences, first appeared in the 19th century.
This method involves visually mapping the structures of and
relationships between different aspects of a sentence.
Especially helpful for visual learners, this method
disappeared from modern teaching at least 30 years ago.
Different forms of diagramming are used to visualize
sentences, from the Reed-Kellogg System to dependency
grammar, but all organize the functions of a sentence in a way
that illustrates the grammatical relationships between words.
More recently, diagramming sentences has had a small pop-
culture resurgence in prints of famous opening sentences and
websites that allow you to diagram to your heart’s content.
 Learning Through
Writing

This method is often used in schools in the U.S. and Canada. Students are encouraged to
explore language through creative writing and reading, picking up correct grammar usage
along the way. If there are specific problems with certain grammatical rules, these are
covered in a more structured lesson.
An emphasis is now being placed upon language acquisition over language learning, as it
has been observed that learning grammar by memorization does not work well and that
students are better able to recognize and understand grammatical rules when lessons are
more interactive (i.e., they have to apply these rules in their own writing).
Repeated practice is also important and easily achieved through creative or personal
writing exercises. This article, posted by The Atlantic, suggests that to better equip future
adult writers, teachers in the 21st century should consider dropping outdated grammar
teaching techniques in early education and opt for learning through writing techniques.
 The inductive method of teaching grammar involves
presenting several examples that illustrate a specific concept
and expecting students to notice how the concept works from
these examples. No explanation of the concept is given
beforehand, and the expectation is that students learn to Inductive Teaching
recognize the rules of grammar in a more natural way during
their own reading and writing. Discovering grammar and
visualizing how these rules work in a sentence allow for easier
retention of the concept than if the students were given an
explanation that was disconnected from examples of the
concept. The main goal of the inductive teaching method is the
retention of grammar concepts, with teachers using techniques
that are known to work cognitively and make an impression on
students’ contextual memory.
Deductive
Teaching
The deductive method of teaching grammar is an approach that focuses on
instruction before practice. A teacher gives students an in-depth explanation of
a grammatical concept before they encounter the same grammatical concept in
their own writing.
After the lesson, students are expected to practice what they have just been
shown in a mechanical way, through worksheets and exercises. This type of
teaching, though common, has many people—including teachers—rethinking
such methods, as more post-secondary level students are revealing sub-par
literacy skills in adulthood.
As one former teacher states, deductive teaching methods drive many students
away from writing because of the tediousness of rote learning and teacher-
centered approaches.
 Interactive Teaching

Another method of teaching grammar is to incorporate interactivity into lessons. Using games to
teach grammar not only engages students but also helps them to remember what they’ve learned.

This method allows teachers to tailor their lessons to the different learning styles of students. For
instance, each student can be given a large flashcard with a word on it, and the students must
physically arrange themselves into a proper sentence. Other games can include word puzzles or fun
online quizzes.
Over the years, many methods have been developed for teaching grammar and have been built
upon, abandoned, or combined, all with the same goal in mind—teaching students how to
communicate effectively and understand how to use the English language.

Because of the grammatical complexity of English, each method has its pros and cons. Some
lessons are less likely to be remembered, while others may require more in-depth explanation and
practice. Regardless of how grammar is taught, a well-rounded understanding of English grammar is
the most important factor in improving the literacy of students.
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