What do you see

in the picture?
What do you see
in the picture?
 Two people can see the
same thing, but disagree,
and yet both can be right
Guiding Principles in
Teaching Grammar
Prof. Roseniya G. Tamano
Grammar is a dynamic process rather
than a system of rules

a.Grammaring
b.Grammaticalization
This is a type of change where in lexical
items (nouns, verbs, etc.) becomes
grammatical items or functional item

a.Grammaring
b.Grammaticalization
c.Focus on form
Between negative feedback and
positive feedback, which one
describes the technique of error
correction?
What type of feedback is this example:

Student: One of my friend called me

Teacher: I see, so one of your friends
called you?
Contractions (e.g. won’t, I’ll, ya’ll) are
allowed in:

spoken or written grammar?

Grammar teaching begins in elementary
to high school

What have you learned? And

how did you learn it/them?
 Principles on the Learning Process in
Grammar Instruction
1. Learners do not learn structures one at a time. For example. it is
not the case that learners master the definite article, and when that is mastered, move
on to the simple past tense. Learners typically take a long time before they are able to
do this consistently. Thus, learning is a gradual process involving the mapping of form,
meaning. and use; structures do not spring forth in learners' interlanguage fully
developed and error-free.

2. Even when learners appear to have mastered a particular

construction, it is not uncommon to find new errors being made.
For example, the learner mastered the third person singular marker on present-tense verbs
(e.g She runs faster than Joel)
ex: She cans speak Spanish. – tendency to overgeneralize
Well-formedness is usually restored once the new additions have been incorporated and
the system self-organizes or restructures.
3. Different learning processes are responsible for different
aspects of language.

4. Errors in grammar is dynamic. Be careful of telling if a

structure or a lexicon is an error or not.

e.g. facebooking, sugars, cope up with vs cope with

 Why is English so much fun?

“All the faith he had had had no

effect on the outcome of his life”
Five fundamental principles of
English grammar
1. Principles of Word order
2. Principles of Punctuation
3. Principles of Tense and
Aspect
4. Use of Determiners
5. Use of Connectors
 1. Principles of word order
Word order is the most important element of what
is known as syntax. English is an "analytic
language" ; this means that the relation between
words is principally determined by the order in
which they are placed.
The most fundamental rule is that in a basic
declarative statement, the subject comes first; it is
followed by the verb, and then by the objects
and phrases, if there are any.
 Examples:

1. My
friend is reading a good book
by George Orwell

2. The policeman was giving

instructions to a man in a small car.
 Examples:

1A2. My good friend George is reading a book

by Orwell
1A3. My good friend is reading George a book
by Orwell

1B2. The policeman was giving instructions to a

small man in a car.
1B3. The small policeman in a car was giving
instructions to a man.
 2. Principles of punctuation
Punctuation is another main element of
syntax. In written language, punctuation takes
the form of a number of "punctuation marks" that
are used in many different languages. In written
English, the essential marks of punctuation are , .
; : ? ! and ".
In spoken English, punctuation is indicated by
the means of pauses, stressed words,
and intonation of the voice.
 Analyze the following examples:
a. Let's eat Grandma !
b. Let's eat, Grandma !
c. Doctor I have problems with eating sore feet and hair
falling out.
d. Doctor I have problems with eating, sore feet, and
hair falling out.
e. People, who live in London, are often very stressed.
f. People who live in London are often very stressed.
g. He's won first prize !
h. He's won first prize ?
 3. Principles of tense and aspect
Tense and aspect situate a statement in its time
context.

Tense and aspect are the most important

parameters applying to verbs; and verbs are
fundamental to all statements.
 3. Principles of tense and aspect
Tense: A quality of verbs which indicates whether
the verb occurred in the past, present, or future.
aspect: A quality of verbs which indicates
whether the verb is continuous, completed, both
of those, or neither.
A verb is the only type of word that can stand as
a meaningful sentence in its own right (i.e. out of
context). For example, you can say "Look !" out of
any context, and people will understand what
you mean.
Tense indicate if a statement is referring to
past time, present time or future time:
Ex: . I am a student at MSU.
I was a student at MSU.
I will be a student at MSU.
Aspect: If the statement is referring to a
single instant action, a repeated or regular
action:
Ex: He eats fish and chips!
or a progressive or ongoing state or action.
Ex: He's eating fish and chips!
Referring to past time, verb forms also distinguish
between historic action
Ex: I saw that film yesterday.
and the way in which a past action defines the
present state or situation

Ex: I've seen that film.

There are other parameters concerning the use of
verbs, notably voice mood and modality; but tense
and aspect are the most important.
4. Principles of the use of determiners
Determiners are used in conjunction with nouns.
In English sentences, nouns do not often stand
alone; and a noun standing by itself is pretty
meaningless.
 4. Principles of the use of determiners
"Car "
"What car?" or "Which car?"... or even "How many?“
Examples:
My car !
That car !
The car over there !
A car with a powerful engine.
Five !
The correct use of determiners is vital for forming
meaningful statements or questions.
 5. Principles of the use of connectors
Connectors are the vital link words that
relate words, phrases or clauses to each other.
A phrase is a unit of words that has no meaning when
used out of context, for example the day before or with
help from my friends

A clause is a unit of words that conveys meaning,

because it contains a subject and a predicate. A simple
sentence is a clause; a complex sentence will contain
more than one clause. Examples: I like apples. or I feel
unwell or He drank too much wine.
 Connectors can express three different types of relation
between the units that they link. These can be relations
of coordination, of subordination, or of correlation.

1. Coordination is a relation between words,

phrases or clauses that is expressed with coordinating
conjunctions, notably and, but, or, nor or yet.

2. Subordination is a relation between clauses that is

expressed through the use of subordinating
conjunctions, relative pronouns, and some subordinating
adverbs ; for example because, if, although, who, when,
that
 3. Correlation is expressed through the use of
correlating conjunctions, notably either... or or both...
and
 The correct use of connectors is vital for establishing the
hierarchy and the relation between the different units in a chain
of clauses (for instance a document or a speech.)
How did your language
teacher teaches
grammar?
 APPROACH – METHOD – TECHNIQUE

is a set of principles is an overall plan for

or ideas about the is the step
the orderly
nature of language undertaken to
presentation of
learning teach in a
language material in
particular method.
a particular
It carries out a
approach
method which is
consistent with an
approach
Communicative • Learners should
communicate
approach effectively

Interactive method • To achieve the

target

Activities or • Teachers
implement in
procedures/steps the class
FUTURE TRENDS in Language Teaching

VARIETES
The best answer to the question lies in
Which grammar should
determining what the students' purpose in
teacher
learning English isteach
and tofromwhatvarieties
ends they will
be using of English?
thier English
Standard proficiency in the future -
Philippine
Larsen-Freeman (2014)
American/British
English?
ESL or EFL?
English?
Conclusion

A complex adaptive system

 The dynamics of language use (Larsen-Freeman 1997; Larsen-
Freeman and Cameron, 2008)
 - with the cumulative innovations that language users make
at the local level as they adapt their language resources to
new communicative contexts, language changes all the
time
 - learners should not be seen as learning to conform to
grammatical uniformity. Instead, it is more accurate to say
that they are developing the capacity to create and
understand meaning by using language, adapting what they
know to new situations (Larsen-Freeman, 2014)