Unit 4Teaching GrammarTeaching Language as a SystemPhD. Norma Flores

Cristina AguileraHector NoriegaMarcela MirandaBogard Rerjis

4.1 The importance of teaching grammar

Grammar is the way words are put together to form correct sentences.

Spelling is forming words from letters.

Crsitina Aguilera

Grammar 

GrammaticalStructure 

Grammatical Meaning

Grammatical Terms

Past tenseNoun pluralComparison ofadjectives

Affect how units of language are combined

Units of Language

Parts of a sentence

Parts of speech

SentenceClausePhrase wordmorpheme

NounVerbAdjectivesAdverbsPronounsAuxiliary verbsModal verbsDeterminersPrepositions

Common & proper

Describes a nounDescribes a concept describe by the verbSubstitutes a nounIs in is goingCan, must, mayThe, a, all, some, manyIn, before, of, according to, despite

Mistakes are occasional inconsistent slips.

Errors are, mis-learnerd generalization

Building blocks

4.2 Factors involved in teaching grammar

Creating a path to a good

understanding of English grammar.

Hector Noriega

Depending of the learner

Age

Personality

Learning style

Previous experience

Motivation

Selfesteem

Empathy

Inhibition

Capacity for risk taking

Cognitive and Environmental

Strategies

Stages of the learning process

Ways to store the information

Size of the group

Type of approach

Sequence

Order of difficulty

Language dimensions interconnected

Grammar

Semantics

Pragmatic

Deductive

InductiveDiscover rulesProgress by stagesmotivation

Rules giver by the teacherPractice

4.3 Teaching Grammar Techniques

Marcela Miranda

CLT in the classroom(Communicative Language Teaching)

Explanation, brief, clear and simple.

Use visuals

Cognitive styles

Teachers do not know everything

Mother tongue if needed

Grammar TechniquesGrammar techniques should be meaningful, lively, motivating, communicative, they should promote accuracy and are fluent.

Using charts and graphs

Objects

Maps or simple drawings

Dialogs

Written text

Listening to stories

Piling up events

4.4 Identification of problem areas in

teaching grammar.Teaching grammar structures without context.

Text books contain manipulative drills grounded in shallow and artificial contexts, so these drills become rather meaningless so students (Walz,1989)

The inductive approach can be frustrating. Adolescents and adult learners have become analytical with regard to the rules that govern their native languages.

No language teaching should be driven by grammar instruction alone.

Bogard Rerjis

Whole language teaching |P.A.C.E| (Donato and

Adair-Hauck)

P-RESENTATION• Presenting the

(whole) language in a Thematic and contextualized way.

• The presentation should adequately represent the structure in question.

• Presentation should be interactive

A-TTENTION• Highlighting

some regularity of the language.

• Asking about patterns found in text

• Get learners to focus attention on the target form without needless elaboration or waste of time.

C-O-CONSTRUCT• Learners and

teachers should be co-constructors of grammatical explanation.

• Assistance in raising the students awareness about the target structure

E-XTENSION• This activity

will allow leaners to use their new skill creatively.

• The activity should be thematic related.

• They are not work sheets.

CONCLUSION

“Language learning is a thinking process, or from the learner´s viewpoint, a guessing game. Teachers need to design cognitively demanding activities that will encourage learners to hypothesize, predict, take risk, make errors, and self-correct.” (Fountas and Hannigan 1989).

By doing so, the learners become active participants in the learning process.

Reference listKrashen, Stephen (1982). Principles and Practice in Second Language Acquisition. Pergamon Press. ISBN 0-08-028628-3. Retrieved 2010-11-25.

Startvik, j. and Leech, G. (1994). A communicative grammar in English. New York, New York, USA.

Stern, H. (1984). Fundamental Concepts of Language Teaching. London, Great Britain.