TEACHING GRAMMAR

Two main views on language

learning
1. Deductive learning - language rules are learnt best when
taught explicitly
2. Inductive learning - language rules can be figured out
from examples
 Language Structure vs Function
• Language structure/form/accuracy – focuses on the use of correct
grammar rules
• Language function/meaning/fluency – focuses on the use of language
for communication
 Structuralism (Audiolingual
method) & Grammar Teaching
• Language grammar is graded and sequenced from simple to complex
to minimize errors
• Language drills, substitution tables and transformation exercises are
used to teach grammar
• Correct language patterns are drilled into language habits
• Language structures are taught separately
• Less emphasis is placed on open-ended, integrated and creative
communication
 The importance of Context and
Meaning in Grammar Teaching
• Context is important for meaningful language learning
• Context provides learners with an opportunity to deal with longer
stretches of language
• Language structures are learnt better when they relate to their
function in a specific context
 Communicative Approach &
Grammar Teaching
• Grammar is taught within the context of a specific theme
• Grammar teaching is based on real-life/authentic texts (e.g. newspaper, cartoons, letters, forms, etc.)
• Learners are exposed to normal everyday language in class
• Input Theory: Learners produce the kind of language they are exposed to
• Exposing learners to language functions in everyday use prepares them to communicate effectively in
authentic situations
• Learners should be exposed to pieces of discourse above sentence level in order to expose them to
complex interlocking language structures
• Every grammar lesson should be a good contact point for both (mainly) grammatically correct and
fluent language use
• A more integrated approach should be applied in grammar teaching (do not teach grammatical aspects
separately)
• Every literature lesson/comprehension test is a lesson in grammar
 Grammatical/Linguistic
Competence
• Refers to the level of language accuracy required to communicate
effectively both orally and in writing
• However, absolute grammatical competence is not a prerequisite
for communication, only a certain level of accuracy is required
• Focus should alternate between accuracy and fluency
• Grammatical competence should be taught in conjunction with the
other types of communicative competence (Strategic,
sociolinguistic, discourse competence)
 Learning the Grammar of a
Language
1. Knowledge of rules vs application of rules
• knowledge of language rules does not imply that those
rules will be applied correctly
• grammatical competence is demonstrated by using (rather
than merely stating) the rule
• Learners internalize and apply the rule when they have
been exposed to many opportunities to use it
2. Making learners aware of grammar

• Covert (incidental) grammar teaching – teaching aspects of grammar

as they emerge in class
• Overt grammar teaching – a direct dedicated teaching of grammar
aspects
• Grammaticisation – a progressive improvement of the learners’
language accuracy (internalization of grammar rules)
• Grammatical consciousness-raising – providing learners with
examples of how a particular language structure is used for them to make
out the grammar rules applied and then apply the rules in more exercises
• Expansions and Recasting - correcting the learners’ errors indirectly
3. Applying cognitive strategies
• Metacognitive strategies – self-awareness about what you know/do not know
(developing problem-solving strategies e.g. creating communication
opportunities)
• Introducing metalinguistic terms (e.g. verb, noun, adverb) and
demonstrating the importance of knowing them
• Applying monitoring strategies – encourage learners to identify and rectify
their own mistakes
• Deduction, induction and transfer strategies – learners apply rules to
produce language (deductive), identify rules applied in given examples
(inductive), and transfer knowledge to new situations.
• Social strategies – encourage interaction with other language
learners/develop social strategies (e.g. turn-taking, showing sensitivity, dealing
with communication breakdown)
 Reasons for learners not apply
language rules
1. Insensitivity to correction – when ignoring a rule does not
hamper communication
2. Backsliding – internalizing one rule but reverting to an incorrect
application of another
3. Fossilisation – the hardening of incorrect language use
4. Lack of evidence to contradict wrong language use – when
teachers make the same errors learners make
 Format of a Grammar Lesson
1. Development – build on what the learners already know (ask
questions to activate/determine prior knowledge)
2. Presentation – content input (use authentic texts to
demonstrate how a particular language structure works)
3. Consolidation – provide opportunity to apply taught language
structures in new language contexts
Criteria for Communicative Grammar
Exercises
1. Must be contextualized (relate to previous themes or an
authentic language context)
2. Minimal use or avoidance of metalinguistic terminology (rules
should be practised rather than explained)
3. Consider learners’ needs (both communicative and academic)
4. Focus on developing learners’ communicative competence (do
not aim at catching them out/exposing their inadequacies)
 Criteria for successful grammar-
teaching strategies
• Information gap – learners must obtain information from each other, texts,
and the teacher to fill in existing information gaps
• Choice – learners should have a choice in terms of what to say and how to
say it (e.g. open-ended exercises)
• Feedback – taught language structures must be applied to wider interactive
situations for contextualized feedback (e.g. returning a greeting, answering
a question etc.)
• Variation – Use a variety of activities/exercises (e.g. role play, games,
debate etc.)
• Multimedia – Use charts, diagrams, videos, forms, etc.
 Types of Communicative Grammar
Exercises
• Contextualised drills
• Conversational exchanges
• Role play
• Fill-in and Cloze procedures
• Games (e.g. Twenty-questions game)
• Linking sentences
• Construction of paragraphs
• Scenarios (Create conflicting scenarios for two different groups of learners to resolve
interactively )
• Explicit grammar questions (e.g. conjunctions, suffixes, clauses, phrases, concord, spelling etc.)