TEACHER TRAINING WORKSHOPS Module 1 Methodology teaching grammar

TEACHER TRAINING WORKSHOPS Module 1: Methodology teaching grammar communicatively © Khalil Zakari | ELT Supervisor and Teacher Trainer

Integrating Grammar for Communicative Language Teaching Issues for Discussion 1. The role of grammar in ELT 2. Grammar presentation methods 3. Grammar practice

1. The role of grammar in ELT • Grammar teaching can be seen in most formal classroom language teaching. • Grammar teaching is less important for children than for adults. • Grammar teaching is less important in listening and reading than in writing.

2. Grammar Presentation Methods 2. 1. The deductive method: The deductive method relies on reasoning, analysing and comparing. • 1 • Presentation of an example • 2 • Explanation • 3 • Practice with given prompts

Continued. . . The deductive method is criticized because: ØGrammar is taught in an isolated way Ø Little attention is paid to meaning ØThe practice is often mechanical

Continued. . . However, the deductive method is not without merits. Ø It could be very successful with selected and motivated students. Ø It could save time when students are confronted with a grammar rule which is complex but which has to be learned. Ø It may help to increase student’ confidence in those examinations which are written with accuracy as the main criterion of success.

2. 2. The inductive method Ø In the inductive method, the teacher induces the learners to realise grammar rules without any form of explicit explanation. Ø The rules will become evident if the students are given enough appropriate examples. Ø The inductive method is more effective in that students discover the grammar rules themselves while engaged in language use.

3. Grammar Practice According to Ur, “practice may be defined as any kind of engaging with the language on the part of the learner, usually under the teacher supervision, whose primary objective is to consolidate learning”. (Ur, 1988: 11)

3. 1. Factors which contribute to successful practice: Ø Pre-learning: Learners benefit from clear perception and short-term memory of the new language. Ø Volume and repetition: The more exposure to or production of language the learners have, the more likely they are to learn. Ø Success-orientation: Practice is most effective when based on successful practice.

Ø Heterogeneity: Practice should be able to elicit different sentences and generate different levels of answers from different learners. Ø Teacher assistance: The teacher should provide suggestions, hints and prompts. Ø Interest : an essential feature that is closely related to concentration

3. 2. Mechanical VS Meaningful Practice Mechanical Practice involves activities that are aimed at form accuracy. e. g. Substitution, and Transformation drills: T: Substitute the underlined part with the correct forms of the given words: green lawn / clean house / pretty garden / nice flowers S: Mrs Green has the largest house in town.

TASK A ØWhat is the purpose of mechanical practice? ØWhat are the advantages / disadvantages of mechanical practice?

Meaningful Practice happens when the focus is on the production, comprehension or exchange of meaning, while the students “keep an eye on” the way newly learned structures are used in the process.

TASK B Look at the table below. Rank the items on the left column according to the criteria listed on the top. (After the presentation and mechanical practice of adjective comparatives and superlatives) Cheap Beer Water Fruit Cigarettes Alcohol Milk Healthy Tasty Fattening Important

Suggestions About Teaching Grammar Communicatively 1. 2. 3. 4. 5. 6. Teach only those rules that are simple and typical. Teach useful and important grammar points. Teach grammar in context. Use visible instruments such as charts, tables, diagrams, maps, drawings, and realia (pl. of realis) to aid understanding; Avoid difficult grammatical terminologies as much as possible. Allow enough opportunities for practice.