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DEMOCRATIC AND POPULAR REPUBLIC OF ALGERIA
MINISTRY OF HIGH
UNIVERISTY OF TLEMCEN
FACULTY
DEPARTEMENT OF FOREIGN LANGUAGES
DEDUCTIVE METHOD IN TEACHING REPORTED
SPEECH TO EFL LEARNERS
This Teaching Practice
for the Licence
Presented by: Supervised by:
Ms. Fatima Zahra BEKKAL BRIKCI
Ms. Manel Horiya BOUDGHENE STAMBOULI
AND POPULAR REPUBLIC OF ALGERIA
OF HIGH EDUCATION AND SCIENTIFIC RESEARCH
UNIVERISTY OF TLEMCEN
ACULTY OF LETTERS AND LANGUAGES
DEPARTEMENT OF FOREIGN LANGUAGES
SECTION OF ENGLISH
DEDUCTIVE METHOD IN TEACHING REPORTED
SPEECH TO EFL LEARNERS
ractice Report is Submitted as a Partial Fulfillment
Licence Degree in Language Studies
Presented by: Supervised by:
Fatima Zahra BEKKAL BRIKCI Dr. Amine BELMEKKI
Ms. Manel Horiya BOUDGHENE STAMBOULI
Academic Year: 2013-2014
AND POPULAR REPUBLIC OF ALGERIA
AND SCIENTIFIC RESEARCH
DEDUCTIVE METHOD IN TEACHING REPORTED
as a Partial Fulfillment
Presented by: Supervised by:
Dr. Amine BELMEKKI
ii
Dedication
To my father, who has instilled the value of ambition, dedication, and value and
showed me unique ways to comprehend that success cannot be achieved
without love and support, and to my mother, who has shown me that
through kindness, patience, and understanding the world
can be a place of harmonious opportunities.
To my adorable nephew Ayoub Bachir
Fatima Zahra
To my father, who taught me that one who desires reaching the highest position
must work hard, and to my mother, who always taught me to take the right
decisions about what I like the most.
To my beloved niece Sarah
Manel Horiya
iii
Acknowledgments
With a deep sense of gratitude, I wish to express my sincere thanks to the
people who have been instrumental in the successful completion of this report. First
and foremost I share the credit of my work with my honourable supervisor, Dr.
Amine Belmekki, who always generously shares his wisdom, expertise, guidance,
time and inspiration whenever I got stuck in my report. One simply could not wish
for a better or friendlier supervisor. I am also thankful to my trainer teacher for her
kindness to have me observe her instruction for as many days as I needed to
complete my report.
I would like to extend my gratitude to my inspiring and challenging
teacher Mr. Abderrahmane Bassou for the continuous support of my work, for his
patience, motivation, enthusiasm, prompt responses, and immense knowledge. I
appreciate his assistance. I am also indebted to my teachers along the way,
particularly, Ms. Fatima Addar and Dr. Ali Bache for their wonderful
encouragement to continue my studies with an open and positive mind.
I owe thanks to all my friends for providing a sense for community and
camaraderie. My special thanks go to Manel, my report partner for positive outlook
to complete our work, Asma, Soumia, Abdelkader, for their moral support, and for
making these past few years the greatest. Not forgetting my best friends Amina and
Ibrahim who patiently listened to my frustrations, provided me with encouragement
over the past 4 years, and believed in my potentials to succeed in whatever path I
may choose. Their friendship makes my life a wonderful experience.
Last but not least, my wholehearted appreciation goes to my parents, my
brothers Oussama and Zaki, my sisters Selma, Mounia and Chama, whose words
of encouragement and push for tenacity ring in my ears. They were my anchors and
their love was my sunshine in the past few years and will always be.
Fatima Zahra
iv
Acknowledgments
The realisation of this training report would not have been possible without
the guidance of my teachers, help from my friends, and support from my family.
Above all, my utmost gratitude to my supervisor, Dr. Amine Belmekki, who
was abundantly helpful and offered invaluable assistance, support and guidance. It
is with immense gratitude that I acknowledge the encouragement and assistance of
my trainer teacher.
I cannot find words to express my gratitude to my teacher Mr.
Abderrahmane Bassou. Your advice on my training report, as well as, on my career
has been priceless. I would like to thank you for your great patience at all times. It
also gives me a great pleasure in acknowledging the support and aid of my other
teachers in the English department.
I am indebted to my many colleagues and mates who supported me in
writing, and incented me to strive towards my goal. I also consider it an honor to
work with my partner Fatima Zahra.
I owe my deepest gratitude to my parents, two sisters, and elder brother.
They were always supporting me and encouraging me with their best wishes.
Manel Horiya
vAbstract
The significance of teaching grammar to build students communicative
competence has been a controversial issue; however, recent understanding about the
controversy has come to an agreement that the debate is not on whether
grammatical competence is important, but rather on how to teach grammar. This
teaching practice report aims at providing some insights into the deductive method
of instruction in the context of teaching English as a Foreign Language to LMD
second-year students. The present teaching practice report, thus, is composed of two
parts: the first one is theoretical, and represents an overview of grammar and
reported speech as our area of interest; whereas, the second one is practical devoted
to the usefulness of deductive method in teaching reported speech.
vi
Table of Contents
Dedication .............................................................................................................. ii
Acknowledgments ................................................................................................. iii
Abstract ...................................................................................................................v
Table of Contents ...................................................................................................vi
List of Tables and Abbreviations ......................................................................... viii
General Introduction................................................................................................1
Part One: Grammar and Reported Speech
1.1. Introduction ......................................................................................................4
1.2. Grammar Defined .............................................................................................4
1.3. The Place of Grammar in Language Teaching Methods ...................................5
1.4. Presenting Grammar .........................................................................................7
1.4.1. Grammar presentation principles....................................................................7
1.4.2. Deductive and inductive method to grammar teaching ...................................7
1.5. Grammar Practice and its Pedagogical Implications..........................................9
1.5.1. Some types of grammar assimilation activities .............................................10
1.5.1.1. Awareness raising .....................................................................................10
1.5.1.2. Controlled practice ....................................................................................10
1.5.1.3. Guided (meaningful) practice....................................................................11
1.5.1.4. Free sentence composition ........................................................................11
1.5.1.5. Discourse composition and free discourse.................................................12
1.6. Grammar and Reported Speech.......................................................................12
1.6.1. Reported speech as grammatical aspect........................................................12
1.6.2. Teaching reported speech deductively..........................................................13
1.6.3. Shifting from direct to reported speech ........................................................14
1.7. Conclusion......................................................................................................15
Part Two: Deductive Method to Teaching Reported Speech
2.1. Introduction ....................................................................................................18
vii
2.2. The Setting .....................................................................................................18
2.3. Classroom Observation Description ................................................................18
2.3.1. Grammar course observations ......................................................................19
2.3.1.1. Instructional environment and materials ....................................................19
2.3.1.2. Content organisation .................................................................................19
2.3.1.3. Classroom management ............................................................................19
2.3.1.4. Teacher-student interaction .......................................................................20
3.1.5. Classroom activities .....................................................................................20
2.3.2. English class observation (Electronics Speciality .........................................20
2.4. Lesson Plan.....................................................................................................21
2.5. Teachers Feedback about the Performance ....................................................26
2.6. Self-Evaluation Accounts................................................................................26
2.6.1. TA self-evaluation account ..........................................................................26
2.6.2. TB self-evaluation account...........................................................................27
2.7. Conclusion......................................................................................................27
General Conclusion ...............................................................................................28
Bibliography..........................................................................................................29
viii
List of Tables
Table 1.1. Deductive method: advantages and disadvantages...................................9
Table 1.2. Inductive method: advantages and disadvantages ....................................9
Table 1.3. Modals shifting .....................................................................................15
List of Abbreviations
3Ps: Presentation Practice Production
CBLT: Competency Based Language Teaching
CLT: Communicative Language Teaching
EFL: English as a Foreign Language
GTM: Grammar Translation Method
LMD: Licence Master Doctorate
Ss: Students
TA: Teacher A
TB: Teacher B
UG: Universal Grammar
1General Introduction
English is an international language, spoken in many countries both as a
native and as a second or foreign language. Moreover, English is learned
everywhere because people have found out that knowledge of English is a passport
for better career, better pay, advanced knowledge, and for global communication.
English is also learned for the literature it possesses and for the variety and rich
experience it provides.
In some form or other, grammar has always been part of language teaching.
It has also, historically, been one of the most contentious issues within a contentious
subject. For instance, after a long public and professional debate about what, how
and why it should be taught, the explicit teaching of grammar became officially part
of subject English.
In fact, this work seeks to yield some understanding about the deductive
fashion to lecture grammar items to LMD second-year students. This report,
therefore, embodies two main parts: a theoretical and a practical one. The first part
addresses various views on clarifying what does the concept of grammar entail,
and its position in different language teaching methods. It also furnishes some
grammar presentation principles. More importantly, it offers an explanation of both
deductive and inductive methods to grammar teaching, exposing at the same time
their advantages and disadvantages. Furthermore, it establishes some classes of
grammar activities ranging from the most controlled and form-oriented practice to
the least controlled and meaning-oriented practice. Then, it explains the adoption of
deductive way to present reported speech as a grammatical item, illustrating with
some backshift rules to indirect speech.
The second part is primarily concerned with the process of teaching
practice. First, it mentions the setting of TA and TB (which stand for Teacher A and
Teacher B respectively) teaching experience. It moves forward to the description of
classrooms observations that took place in two different fields (English and
2Electronics). The English classroom observation entails instructional environment
and materials, content organisation, classroom management, teacher-student
interaction and classroom activities. Then, it describes the lesson plan respecting the
3Ps (Presentation, Practice and Production) model. Lastly, it reveals both the trainer
teachers feedback and the trainee teachers self-evaluation of the lecture
performance.
Part One: Grammar and Reported
Speech
1.1. Introduction
1.2. Grammar Defined
1.3. The Place of Grammar in Language Teaching Methods
1.4. Presenting Grammar
1.4.1. Grammar presentation principles
1.4.2. Deductive and inductive method to grammar teaching
1.5. Grammar Practice and its Pedagogical Implications
1.5.1. Some types of grammar assimilation activities
1.5.1.1. Awareness raising
1.5.1.2. Controlled practice
1.5.1.3. Guided (meaningful) practice
1.5.1.4. Free sentence composition
1.5.1.5. Discourse composition and free discourse
1.6. Grammar and Reported Speech
1.6.1. Reported speech as grammatical aspect
1.6.2. Teaching reported speech deductively
1.6.3. Shifting from direct to reported speech
1.7. Conclusion
Part One Grammar and Reported Speech
4
1.1. Introduction
The role and type of grammar instruction in English as a Foreign Language
(EFL) teaching has been one of the most controversial issues for decades. In recent
times, however, grammar instruction has come to reconsideration and regained its
central role in the language learning and use. It is seen as valuable, if not
indispensable, within the context of EFL teaching and learning, as without good
command of grammar, learners language development will be severely
constrained. Thus, the incessant debate over the usefulness and the form of
grammar teaching (and, consequently, of grammar instruction) has resulted in
plenty of different methods and techniques of formulating grammar instruction,
among which two stand out, namely inductive and deductive method.
1.2. Grammar Defined
The word grammar itself has a rather interesting etymology. It comes from
the Greek expression grammatik techn, meaning art of letters, which also contains gramma letter, itself from graphein, meaning to draw, to write.
Grammar is a wide-ranging concept and has been defined in a number of
ways by language teachers and grammarians. The Collins Concise English
Dictionary (1982) construes it as:
1. The branch of linguistics that deals with some apparent regularity of
structure (morphology) and arrangement into sentences (syntax), sometimes
also the sound system (phonology) and the system of meaning (semantics).
2. The abstract system of rules in terms of which a persons mastery of his
native language can be explained.
3. The systematic description of the grammatical facts of a language. In this
sense, grammar characterises language and is integral to it.
Another view is carried out by F. De Saussure, the Father of modern
linguistics, who tried to express grammar as the servant and not the master of
language. According to him (1916), language happened in speech and writing, and
grammar had nothing to do outside of language. Nonetheless, N. Chomsky (1995),
Part One Grammar and Reported Speech
5
who studied structural linguistics, redefined grammar as a theory of language
structure rather than a description of actual sentences. He considered grammar as a
structure intrinsic in language and working intimately with lexis, rather than an
imposition of structure upon lexis. Chomsky (1995:14) points out that:
The language faculty has an initial state, genetically
determined; in the normal course of development it passes
through a series of states in early childhood, reaching a
relatively stable steady state that undergoes little
subsequent change, apart from the lexicon. To a good first
approximation, the initial state appears to be uniform for
the species. Adapting traditional terms to a special usage,
we call the theory of the state attained its grammar and the
theory of the initial state Universal Grammar (UG).
From Chomskys perspective, some of what we call grammar is arbitrary;
still it is built upon a fixed and definable base. His idea of grammar is that it is a
device for producing the structure, not of a particular language, but of the ability to
produce and understand sentences in any and all languages. Everyone knows what
grammar is; or, at least, everyone knows grammar when they see it. Yet, it is quite
elusive to give a full definition of grammar.
1.3. The Place of Grammar in Language Teaching Methods
Grammar frequently brings to mind tedious lessons with endless drills,
repetition, and other generally mindless practice, focused on mostly obscure rules of
how people are supposed to write and speak. However, it is seen as a living resource
that is central to the teaching and learning of all languages. With the great impact of
linguistics on language teaching, the twentieth century, particularly, has
revolutionised a change in people's traditional attitudes and approaches towards the
teaching of grammar.
In the history of language teaching, the role of grammar has been addressed
by a long list of historical approaches and methods, though some of them are noted
Part One Grammar and Reported Speech
6
for their influence. One of the earliest of these, the Grammar Translation Method
(GMT), was characterised by using grammar as the starting point to language
learning in which a grammar rule is explicitly presented to students, followed by
practice applying the rule. Around the turn of the 20th century, linguists gave rise to
the so-called Direct Method and the Audiolingual Method. The former came into
existence as a response to GTM, as students should learn a second language in the
same way that they learned their first; grammar was taught through oral practice,
drills, and repetition, not through memorisation and written manipulation of explicit
rules. Audiolingualism, on the other hand, was another structural method that shared
this implicit orientation toward grammar. However, inspired by Chomskys theory
of UG (1965), cognitive approaches represented a shift back to more explicit
grammar instruction. Then, the pendulum swung again toward the implicit in the
1970s with the advent of humanistic approaches, particularly Communicative
Language Teaching (CLT).
Unlike previous approaches, CLT emphasized meaningful interaction and
authenticity in learning activities. It held that communication should be the goal of
instruction. Moreover, grammar was not explicitly taught; proponents instead
believed that accuracy would be acquired naturally over time. At the end of the
twentieth century, another method has been introduced in several places of the
world, labeled Competency-Based Language Teaching (CBLT).
CBLT is among the latest methods of the twenty-first century, focusing on
outcomes or outputs of learning. Accordingly, CBLT focuses on competencies
which are not only the knowledge of the grammar of a language, but also the
capabilities to perform at least the basic language functions to survive in society.
However, certain aspects of the grammar of the language are necessary before the
students can perform the function successfully, which are at best obtained through
communicative exercise.
In brief, the twentieth century remained a century of methods and
approaches in the field of language teaching. Although the principles of the methods
are different from one another, there is always a focus on grammar, whether explicit
Part One Grammar and Reported Speech
7
or implicit. Therefore, at any time, at any stage and in any circumstances, grammar
teaching cannot be diluted. It ought to be an important part in foreign language
teaching.
1.4. Presenting Grammar
EFL learners are usually exposed to new grammatical items orally. As a
consequence, grammar teaching textbooks often go into various fashions
appropriate for verbal presentation yet inappropriate for grammar workbook. Thus,
this section does not discuss individual techniques; rather it summarises the most
important presentation principles and offers a brief insight into two grammar
teaching methods.
1.4.1. Grammar Presentation Principles
The following presentation principles: efficiency, clarity, attention and
motivation, and appropriacy, are asserted in Harmers book Teaching and Learning
Grammar (1987:18) and Thornburys book How to Teach Grammar (1999:25-
27). Efficiency means that the grammatical item is said to be presented so that
students can utilise it on their own as soon as possible. Clarity is another important
factor in a good presentation, Harmer (1987:18) claims that students should have
no difficulty in understanding the situation or what the new language means. In
addition, the item should not reveal any difficulty to students to concentrate on it,
and learners should be motivated to learn it. Moreover, grammar teachers can make
their presentation as lively as possible by using some techniques and aids, such as:
dialogues, pictures, time lines, highlighting, or some discovery techniques. Finally,
the presentation needs to be appropriate for the grammar point explained and for the
target learners. All these principles make an effective grammar presentation.
1.4.2. Deductive and Inductive Method to Grammar Teaching
Grammar presentation refers to how the teacher introduces the meaning and
form of a certain grammatical structure. It can be performed either explicitly or
implicitly. These two main categories of teaching grammar are extremely distinct
from each other, varying from the top down method to the bottom up method.
Part One Grammar and Reported Speech
8
These fashions are: deductive and inductive methods, and fall into rules and
context.
Grammar teachers use either deductive or inductive method to introduce a
new grammatical item. In the deductive, also rule driven way, the grammar rule is
explicitly introduced and explained by the teacher (presentation stage). The
explanations are often done in the students' native language and using grammatical
terms. Then, the students are engaged with it through the study and manipulation of
examples in which the rule is applied (practice stage). Finally, learners are required
to produce sentences applying the rule they have learnt (production stage). That is,
the deductive method is closely associated with the 3Ps, which consists of a three
part teaching paradigm: Presentation, Practice and Production (Skehan, 1998: 93).
In the inductive, also rule discovery path, on the other hand, the learners first
observe, analyse, and compare the examples proposed by the teacher and infer
implicitly the grammar rule. In other words, the teacher provides learners with
authentic language data, and induces the learners to realise grammar rules without
any form of explicit (clear) explanation. Students will become evident to the
grammar rules if they are given enough appropriate examples.
To sum up, a deductive method to a grammar teaching underlines
explaining the grammar item to learners and then training them in applying it,
whereas an inductive method promotes practising the syntactic structure in context
and then asking learners to infer the grammar rule from practical examples. While
the deductive way is said to be more teacher-centered, the inductive path is
considered to be more learner-centered. Choosing one of these methods should be
based on the abilities of the students, as well as, their age and learning styles.
Here are some advantages and disadvantages of both deductive and
inductive grammar teaching methods:
Part One Grammar and Reported Speech
9
Advantages Disadvantages
It gets straight forward to the point;
therefore, it is time-saving.
It may be difficult for young learners
since they do not have enough
metalanguage.
It increases students confidence in
examinations written with accuracy as
the main criterion of success.
It may decrease the learners interaction;
therefore, they may become passive
learners.
It allows the teacher to deal with
language points as they come up rather
than having to anticipate them and
prepare them in advance.
Grammar is taught in an isolated way,
and little attention is paid to meaning.
The practice is often mechanical.
Table 1.1. Deductive Method: Advantages and Disadvantages
Advantages Disadvantages
It could enhance learning autonomy
and self-reliance.
Some rules cannot be induced easily.
Students are more actively involved in
the learning process.
It is time and energy consuming; it may
mislead to the belief that rules are the
objective of language learning
It favours pattern-recognition and
problem-solving abilities.
It can place heavy demands on teachers
in planning a lesson.
Grammar is taught in context. Grammar is not taught directly.
Table 1.2. Inductive Method: Advantages and Disadvantages
1.5. Grammar Practice and its Pedagogical Implications
Learners are usually more interested in practicing grammar rules rather than
being only exposed to them because they always try to answer the question Am I
able to use this new item? Hence, the aim of the practice stage is to give students
Part One Grammar and Reported Speech
10
full practice of target items, both in speaking and writing, so that they will be able
to use them accurately and fluently, in various circumstances, on their own.
1.5.1. Some Types of Grammar Assimilation Activities
Ur (1988:11) defines practice as any sort of learners employment of the
language with the aim of enhancing learning. Two basic classes of grammar
practice are recognized. Accordingly, exercises and activities that focus on form,
and teach the learners to use correct structures attempt to achieve accuracy; whereas
exercises and activities that aim attention at meaning, and teach the learners to use
the language efficiently intend to teach fluency (Thornbury, 1999:92-93). These two
types form a range with awareness raising activities being the most controlled,
form-oriented practice and with free discourse being the least controlled, meaning-
oriented practice (Ur, 1996:84). Here is the classification:
1.5.1.1. Awareness Raising
Awareness raising activities are exercises that focus learners attention on
form and/or meaning (Ur, 1996: 84). In that activities, students are provided with
a text and simply underline samples of a given grammatical item (Ur, 1996:84),
exercises with some given right or wrong answers to be corrected by students
(ibid.), exercises with diverse options to choose from (Thornbury, 1999:107 and
Scrivener, 2005:261), exercises with answers-questions matching (Scrivener, 2005:
261), and other types of matching (sentence to a response, pictures to sentences,
parts of sentences, etc.). The students, in awareness-raising exercises, are required
to analyse only grammar rules, and determine whether they grasped the
explanations well.
1.5.1.2. Controlled Practice
Learners mold the language according to the newly learnt grammar rules,
sometimes without understanding the content. The most often used controlled
practice exercises are fill-ins, drills, word order, and sometimes even translations.
These exercises can become more entertaining by the introduction of piquant or
amusing subject matter, or some game-like techniques (Ur, 1988:9).
Part One Grammar and Reported Speech
11
Fill-in the gap is a type of exercise in which sentences are missing some
words with a choice of words to insert. Students write just one or two words for
every sentence, which makes the exercises rather fast, time-saving. As Harmer
(1947:52) puts it Fill-ins are fairly easy to write and are useful for quick practice of
specific language points.
In written drill exercises, students exhibit building proper sentences
applying the recently learnt element (Harmer, 1947:41). These sentences are
proposed by the teacher or textbook. Students are given a model sentence, and then
cues needed for the production of their own sentences, following the sentence
pattern. These are labeled substitution drills (term used by Scrivener, 2005:257).
Scrivener also proposes: transformation drills (students need to use their own words
to express information given by the textbook using the grammatical item), true
sentences (students answer questions with sentences that are true for them; again
they are told what grammatical item or items to use), transformation into a different
grammatical structure (e.g. change into questions, or change into the past perfect),
and substitution drills with pictures (ibid., 258-9).
Word order exercises have mixed up sentences with words and phrases to
arrange to their usual sequence. These exercises are very much controlled, as all the
words are given. Yet, they are very useful because they practise something that is a
problem for most non-native speakers of English (Harmer, 1947:53).
1.5.1.3. Guided (Meaningful) Practice
There is no much control over the output language. Learners form
sentences of their own according to a set pattern, but exactly what vocabulary they
use is up to them (Ur, 1996:84). An example of this type of exercise might be
parallel writing. It is an exercise where a text of certain type (postcard, e-mail,
brochure, etc.) acts as a model that has to be followed by learners in producing a
similar text (Harmer, 1947:54).
Part One Grammar and Reported Speech
12
1.5.1.4. Free Sentence Composition
In free sentence composition, learners attempt to write sentences about a
given situation, a picture, a questionnaire or some other cue (Harmer, 1947:54 and
Scrivener, 2005: 265). Another kind of sentence composition expects the learners to
deliver correct questions to given answers. The composition is usually structure-
based, that is to say that the students are instructed towards a specific order.
1.5.1.5. Discourse Composition and Free Discourse
In free discourse exercises and activities, students have a discussion or
write a passage in agreement with a given assignment (Ur, 1996:84). The type of
grammar practice where the students are directed to include certain structures in
their discourse is referred to as discourse composition (term used by Ur, ibid.).
1.6. Grammar and Reported Speech
Reported speech is a very rich grammar area to teach as it can involve
considerable manipulation of form. Besides, it is a very easy piece of grammar to
locate and exploit with texts. The use of reported speech is especially important to
foreign language learners because, at this point, they are fine-tuning their
communication skills to include expressing the ideas of others, as well as, their own
opinions. To better understand reported speech, however, it is helpful meanwhile to
look at direct speech which can also be used to report a persons words, thoughts,
and beliefs.
1.6.1. Reported Speech as Grammatical Aspect
As the term itself implies, reported speech (1)which some grammar
books call indirect speech, also referred to by linguists and grammarians as
hypotactic locutions invokes utterances that are not quotations, but that reflect
what someone has said. In contrast to reported speech, direct speech (2) indicates
the actual words spoken by a person and is enclosed in quotation marks. Reported
speech is commonly found in newspapers, magazines, and fiction. Reported speech
includes a noun clause introduced by such verbs as say, tell, shout, ask, remark, etc.
(1) Ann said, I like that book. Direct speech, exact quotation.
Part One Grammar and Reported Speech
13
(2) Ann said that she liked that book. Indirect speech, a report of someones
words.
These noun clauses report or convey a sense of what someone else has said
or written. There are different types of reported speech noun clauses, depending on
the type of clause the noun clause is derived from. They are introduced by the
following subordinating conjunctions:
That introduces noun clauses that report statements someone has said.Whether (or not) and if introduce yes/no questions someone has asked.Wh-questions words introduce information questions someone has asked.
There is another type of reported speech, imperatives or commands, which
tell someone to do something. Imperatives in direct speech change to the to
infinitive form in reported speech, as in sentence (3a). If it is a negative imperative,
we drop the auxiliary do and place not before the to infinitive, as in sentence (4a).
(3) Pam said, Eat something. (3a) Pam said to eat something. Affirmative
(4) Pam said, Dont eat anything. (4a) Pam said not to eat anything. Negative
Exclamations, or interjections, are also found in reported speech.
Exclamations refer to expressions of surprise, dismay, pleasure, or other similar
emotions. Exclamations in reported speech retain the same word order they have in
direct speech, as in sentence (5a).
(5) Pam said, What a mistake I made!
(5a) Pam realized what a mistake she had made.
1.6.2. Teaching Reported Speech Deductively
Teaching reported speech to EFL learners can be done through a deductive
method. Accordingly, the deductive lesson includes giving the rules of reported
patterns beforehand to students.
This comes about following the 3Ps model, a well know deductive
technique. The teacher starts the lesson by giving a hint about reported speech as a
grammatical phenomenon. Then, she explains reported speech being a means to
Part One Grammar and Reported Speech
14
give the exact meaning of speech without necessarily using the speakers exact
words, and elicits examples on the board. The next step entails highlighting the idea
that there is a slight change in reporting a statement in the present while there is a
considerable change to be taken into account when reporting in the past. After that,
once the students have understood the basic concept of stepping one step back into
the past when reporting in the past, they can easily begin to make the minor changes
in pronoun and time expression usage. For the students to better acquire the rules,
the teacher has to provide sufficient practice of all kinds, in which students have to
turn sentences into reported speech. The teacher, thus, can evaluate the students
comprehension of the patterns, and also have the opportunity to reconsider the rules
once more. Finally, the learners reach the production stage, in which they are able to
manipulate reported speech structures they have been practicing, accurately and
fluently for communicative purposes.
1.6.3. Shifting from Direct to Reported Speech
When shifting from direct to reported speech, a set of grammatical changes
are necessary to be made because the spoken words by someone may be reported in
another place at a different time, and perhaps by a different person. These shifts are
as follows:
Personal pronouns in the first person, which refer to the speaker, are shifted tosecond or third person, unless the speaker is reporting him/herself. The second
person pronoun, which refers to the listener, is shifted to first or third, according to
the identity of the listener.
Demonstratives and deictic adverbs which refer to the here and now (this, these, here, now) are replaced by more remote forms (that, those, there, then).
Verb tenses of the statement (reported clause) are back-shifted from a present to a past tense and from a past tense to a past perfect if the introductory verb is used
in the past simple tense. It should be noted that the form of the tense does not
change, i.e., simple, continuous and perfect remain the same, except from the past
simple to the past perfect.
Part One Grammar and Reported Speech
15
Reported interrogatives and imperatives follow the normal word order of declarative sentences.
Some modals change yet others remain unchanged as it is shown in the following table:
Direct Indirect
Will Can May Shall
Would Could Might Would(prediction)
Should(offers, requests and
suggestions)
Would, could, might, should, ought to, neednt, used to
Would, could, might, should, ought to, neednt, used to
Must(obligation) Must(deduction)
Must/ had to Must
Table 1.3. Modals Shifting
1.7. Conclusion
In short, grammar has often been considered like a tool kit. For example, a
good mechanic can fix a car if it has a minor problem easily, as long as he has a
screwdriver and a couple of other tools, because he knows enough to make those
tools work in capacities other than those for which they were originally intended.
However, if the car needs major work, it cannot be done without a tool kit. The
same parallel can be drawn with grammar; if you do not know grammar, there is a
point after which you cannot improve without that grammar instruction.
The research surrounding grammar is often conflicting. This part was an
attempt to shed light on the role of grammar in language teaching methods
throughout time. Moreover, it was necessary to throw some light on the difference
between two of the most well-known grammar presentation methods: the inductive
and deductive method. Meantime, it was crucial to explore the divergent types of
Part One Grammar and Reported Speech
16
activities for practising grammar. The present part was also about analysing
reported speech as a grammatical aspect, and most importantly, examining it
through a deductive method.
Part Two: Deductive Method to
Teaching Reported Speech
2.1. Introduction
2.2. The Setting
2.3. Classroom Observation Description
2.3.1. Grammar course observations
2.3.1.1. Instructional environment and materials
2.3.1.2. Content organisation
2.3.1.3. Classroom management
2.3.1.4. Teacher-student interaction
3.1.5. Classroom activities
2.3.2. English class observation (Electronics Speciality)
2.4. Lesson Plan
2.5. Teachers Feedback about the Performance
2.6. Self-Evaluation Account
2.6.1. TA self-evaluation account
2.6.2. TB self-evaluation account
2.7. Conclusion
Part Two Deductive Method to Teaching Reported Speech
18
2.1. Introduction
After three years of studies at university, all EFL students are required to
bring into operation the theoretical background of teaching through observing
teachers, interacting with students, and learning about themselves as professional
educators. During teaching practice, a student teacher is given the opportunity to try
the art of teaching before actually getting into the real world of the teaching
profession (Kasanda, 1995). In this way, student teachers gain experience in
managing and evaluating class work.
As third-year students, when we first thought about teaching practice
experience, we went through many emotions. It started with excitement because that
meant we were that much closer to graduating. However, with so many questions
running through our minds, we started to feel intimidated by what was soon to
come.
After a long discussion, my colleague and I decided to practice grammar
teaching to second year students. This is because to evaluate our abilities in
transmitting and explaining grammar rules to learners, since we already developed
our elementary grammar knowledge during the previous two years at university.
2.2. The Setting
We initiated our training sessions on February 16th, 2014, at Department of
Foreign Languages, English Section, for four sessions. We performed two sessions
with second-year LMD students, and the module we chose to teach is Grammar,
more precisely, reported speech. Besides, we had taken the advantage of
examining a third-year class of Electronics, at Faculty of Science and Technology,
in Chetouane.
2.3. Classroom Observation Description
Classroom observation has a great impact in practice teaching as it
promotes the spirit of observation, learning and reflection. Therefore, it presents an
opportunity to see real-life teachers in real-life teaching situations. In this
observation task, we will discuss the environment, the learners participation, the
Part Two Deductive Method to Teaching Reported Speech
19
teacher overall effectiveness and other aspects that need to be covered. To be
efficient in this observational process, we sat at the back of the classroom, taking
notes, when it was necessary.
2.3.1. Grammar Course Observations
The course core that we observed was Grammar which meets every Sunday
from 11h30 to 14h30, and Monday from 11h30 to 13h, along four sessions.
2.3.1.1. Instructional Environment and Materials
The seating arrangement was the traditional one. There were four rows of
students facing the chalk blackboard. In each row, there were about seven lines of
double student. One of the main disadvantages of having such a seating is that the
teacher generally tended to address more frequently the students from the front row
and, therefore, the amount of interaction between the teacher and the students was
unevenly distributed. Yet, the classroom was warm enough for students to feel
comfortable.
During our observation, we conceived the lack of technology to support the
lesson. Instead, the teacher depended on the use of a handout.
2.3.1.2. Content Organisation
The lessons plans that the observed teacher had designed were well-
structured ones; each sessions lesson was related to the previous ones. At the same
time, the lessons objectives were clearly stated, the titles were presented with a
logical sequence, and the presented materials were aligned with both student
knowledge and the purpose of the course. The teacher had also paced the lessons
appropriately. However, she neither began nor ended the lessons on time, most
often.
2.3.1.3. Classroom Management
The instructor explained the ideas with clarity, using intonation to vary
emphasis. Yet, she did not maintain an effective eye contact with all her students.
The teacher, indeed, restated important ideas at appropriate times, and varied
Part Two Deductive Method to Teaching Reported Speech
20
explanations and examples for complex material. The teachers presentation of
grammar relied heavily on the use of the deductive method. Consequently, passive
learning was favoured over active and collaborative learning. The teacher was
sitting at her desk all the time dictating the lesson, and standing at the blackboard
only to write key-terms or titles. Thus, we noticed that the teacher did not
demonstrate any enthusiasm for the subject matter, as well as, she rarely used
humor to strengthen retention and interest.
2.3.1.4. Teacher-Student Interaction
Teacher-student interactions were friendly and demonstrated general caring
and respect. The teachers questions were formulated clearly and used to monitor
students progress. However, learners were not actively encouraged or not given
enough time to answer, most frequently. Nevertheless, the instructor responded to
nonverbal cues of confusion, and used code-switching when the majority did not
seem to understand. The lecturer also admitted error or insufficient knowledge.
2.3.1.5. Classroom Activities
The last observed session involved a teacher-directed activity that was
already handed in. There were few students engaged quite actively in correcting the
activity while the rest were not responsive either because they did not prepare
themselves or were not motivated. Moreover, we were surprised that the actual
activity (passive /active voice) was not aligned with the last sessions lecture
(reported speech). That is, the teacher did not well manage time to balance between
the lecture and their activities.
2.3.2. English Class Observation (Electronics Speciality)
This additional observation process was to explore English grammar
teaching in other fields other than literary ones. The class we observed was
scheduled on November 24th, 2014 from 11h30 to 13h with Mr. BENABADJI.
Actually, the method used was GTM; the rules and examples were given in English;
then, translated and explained in French. The teacher, thus, did not challenge his
Part Two Deductive Method to Teaching Reported Speech
21
students to use English in their participation, though they are required to write a
Master thesis in English.
2.4. Lesson Plan
Module: Grammar
Performers: TA----> M. Boudghene Stambouli & TB----> F. Bekkal Brikci
Level: LMD2
Day one: 04/06/2014
Time: 13h15-14h25
Lesson title: - Reporting Questions
- Reporting Orders, Requests and Advice
Background knowledge: the students learned reported speech beforehand.
Objectives: By the end of the lesson, students should be able to:
- Convert wh and yes/no questions to declarative sentences.
- Discern the patterns of reporting orders, requests and advice.
- Recognise different reporting verbs.
Aids: chalk blackboard, laptop, projector, speakers and handouts.
Notes: - TA= teacher A; TB= teacher B; Ss= students.
- Ss should pay attention and write only after the T has finished explaining.
- The PowerPoint is used to highlight the main points of the whole lesson
and the different illustrations.
Warm-up Stage (estimated time: 5 minutes)
TA asks Ss what they learned in class the previous session. TA introduces that Ss will deal with reporting questions.
Presentation Stage (estimated time: 65 minutes)
Step 1: Reporting Questions (26 minutes)
TA explains that questions are reported using verbs as: ask, wonder, want toknow, question and inquire, using normal word order, i.e., the subject comes before
the verb.
Part Two Deductive Method to Teaching Reported Speech
22
TA reads two examples from the PowerPoint slide, and then writes them on the blackboard so as to explain how to transform them into indirect speech.
TA adds that the question mark is omitted. Also, that is never used when reporting a question.
TA mentions that wh-questions are reported with wh-word (who, when, how much, which, where, etc) and the statement.
Where have you been all night?My parents wanted to know where I had been all night.
TA indicates that some wh-questions with should (about the right thing to do) are reported by using an infinitive (drop should and add to+ stem)
TA advances that yes/no questions are reported with if or whether and the statement.
Are you British or American?He asked me whether I was British or American. TA points out that only whether is used: after the verb question, after a preposition, and before an infinitive.
Are you ready?The lady questioned whether we were ready.Did you come by train?He inquired about whether I had come by train.Should I bring with me the computer?Tom wondered whether to bring the
computer with him.
TA inserts that whether or not or whether/if not are possible; yet, if or notis uncommon.
TA signals that sometimes a noun must be inserted to avoid confusion and ambiguity as illustrated in, Tom said: He came in through the window Tom said that he came in through the window. The noun the thief, for example, should be
inserted instead of the pronoun he.
Step 2: Reporting Orders (18 minutes)
TB explains on the blackboard that orders are reported with the verb tell,followed with an object and a to-clause, have to or must.
TB exemplifies with three instances, and asks Ss to figure out the correct transformation.
Part Two Deductive Method to Teaching Reported Speech
23
Stop the car He told me to stop the car. Or: He told me that I must/ had to stop the car. TB makes the point that orders can be also reported with verbs like demand and insist, followed by must, have to or subjunctive in more formal situations.
TB insists that Ss should bear in mind that the subjunctive is the same as the bare infinitive that has no s in the third person singular and where the same forms are
used in both present and past situations.
Step 3: Reporting Requests (11 minutes)
TB clarifies that requests are reported using ask with an object and the infinitive.Other verbs are: beg, plead to and request.
In the same way, TB provides two examples, and asks students to apply the mentioned pattern on them.
TB says further that requests for objects are reported using the pattern ask + for + object.
May I have a glass of water? He asked for a glass of water.
Step 4: Reporting Advice (10 minutes)
TB explicates that advice can be reported with verbs such as advise, propose, recommend and suggest, followed by that-clause with should or a subjunctive. The
gerund can be also used when we do not want to mention who will perform the
action.
The example and its possible transformations are projected and explained thoroughly.
Note: the observer teacher asks TB to finish the session at this level, and carry on
the following day.
Part Two Deductive Method to Teaching Reported Speech
24
Day two: 04/07/2014
Time: 11h45-13h
Lesson title: - Reporting Advice (cont.)
- Reporting Opinions
Objectives: By the end of the lesson, students should be able to:
- Make correctly the reporting of opinions.
- Differentiate the use of reporting verbs with that-clause, to- infinitive
clause or a gerund.
Warm-up Stage (estimated time: 3 minutes)
TB reviews briefly the different types of reporting that were tackled.
Presentation Stage (estimated time: 30 minutes)
Step 1: Reporting Advice (cont.), (7 minutes)
TB continues that the verb advise can alternatively be followed by an objectplus to-infinitive clause, showing an example which was quite easy for Ss to report.
Step 2: Reporting Opinions (10 minutes)
TB introduces that opinions are reported using verbs such as: think, expect, feel, imagine, reckon, suppose and suspect with a that-clause.
I am going to get this job, he said.
He reckoned that he was going to get that job.
TB expands that tell and say in continuous tenses can be used to report opinions in informal situations.
Step 3: Reporting Verbs Summary (13 minutes)
TA spotlights a summary table of different reporting verbs that can be used with that-clause, to- infinitive clause or a gerund. Then, TB distributes to Ss a handout
of the summary table.
Practice Stage (estimated time: 26 minutes)
Aim: To develop Ss ability to recognise the necessary transformations involved in
reporting questions, orders, requests, advice and opinions.
Part Two Deductive Method to Teaching Reported Speech
25
Activity (11 minutes): Transformation drills
Turn these sentences into reported speech:
1- What kind of holiday has Marco had?
Paul wanted to know what kind of holiday Macro had had.
2- Boss: Don't use the office phone for your personal calls, Jack
The boss ordered Jack not to use the office phone for his personal calls.
3- Do you go jogging at the weekends? she asked.
She wondered if / whether I went jogging at the weekends (or not).
4- Why don't we go to the new Italian restaurant? said Vanessa.
Vanessa suggested that we (should) go to the new Italian restaurant.
Vanessa suggested going to the new Italian restaurant.
5- Are you leaving for Paris tomorrow, Janet?
Alex has inquired about whether Janet is leaving for Paris tomorrow.
6- Can you please go with me to the sauna tonight?
My friend asked me to go with her to the sauna that night.
My friend asked (me) if I could go with her to the sauna that night.
7- My father says, The current president will win the election.
My father believes that the current president will win the election.
Background music is turned on while Ss are working on their activity in order to create a comfortable and smooth atmosphere.
TA and TB circulate around the room observing and helping as needed. When the tasks time is over, TA and TB invite Ss to write their answers on the board with correction of mistakes if there are any.
Production Stage (estimated time: 16 minutes)
Aim: To develop Ss imagination by creating their own sentences
Ss are asked to write five sentences (Question, order, request, advice, opinion). They are required to use different tenses. (Individual work)
Ss practise by reporting to the other classmate what the sentence was about. (Student a reads the sentence; student b reports; student c listens); they take
turns.
Part Two Deductive Method to Teaching Reported Speech
26
2.5 . Teachers Feedback about the Performance
Immediately following the class, we stayed and talked with our trainer
teacher about how she felt the lecture went. Overall, she acknowledged us for the
harmonic performance, insightful organisation and planning of the lesson as well
the relaxing music while practising the activity. Nonetheless, she would prefer that
grammar patterns to be inferred by the learners rather than being delivered to them.
These were her only observations; however, we expected more detailed comments
and further recommendations to help us in our teaching career.
2.6. Self-Evaluation Accounts
Reflection is an integral part of teaching practice which is a complex
experience, and generates both positive and negative emotions for the students. The
following section considers the student performers self-evaluation accounts.
2.6.1. TA Self-Evaluation Account
Throughout my student teaching experience I went on various emotions.
There are many things that I liked in my teaching performance and others that I
have to avoid so that to be effective in my future teaching career. On one hand, I
realised that I own some of the qualities that may allow me to be a good teacher,
such as: self-confidence, mastery of the language, answering questions on the spot,
encouraging students participation, as well as, restating important ideas when
necessary. On the other hand, I conceived my lack of experience in managing the
classroom. If I was accorded a second opportunity to perform the lecture I would
rely on the inductive method so that my students deep cognitive depth would be
exploited. Moreover, I would arrange the students tables in the U shape. In
addition, I would place the data-show on the teacher desk, not far from him. More
importantly, I would insert some creative and collaborative activities that support
communicative purposes. At last, this training was a fruitful and profitable
experience for me, not only because I learnt to put into practice all the theoretical
information about teaching, but also, because this experience encouraged me much
more to teach in the future in spite of all the difficulties I may encounter.
Part Two Deductive Method to Teaching Reported Speech
27
2.6.2. TB Self-Evaluation Account
My student teaching experience went so much better than I had expected.
The area in which I saw the greatest gain was self-confidence. Deep down, I knew
that I was capable of becoming a successful teacher, albeit I had my doubts that
students would not see me in the same light. I only had some stress because my
hands were shaking, but the nervousness vanished away by itself in few minutes,
when I started explaining. Given the opportunity to retain what I have learned and
experience student teaching a second time, I would do a few things differently.
First, I would bring a camera to make a self-reflection, as well as, to keep the video-
recording as an unforgettable souvenir. Second, I wish I had included a game
activity involving the students to increase their motivation. Lastly, I would
definitely try a different method than the deductive one so as to bring the spirit of
creativity. The excitement of this experience has really got the adrenaline flowing
through my veins, and makes me eager to attempt again.
2.7. Conclusion
In a nutshell, teaching is a complex and dynamic activity, and during a
lesson many things occur simultaneously. Thus, it is not possible to observe all of
them. The aim of this part was to cover the most essential parameters in observing
an EFL classroom. Furthermore, it was crucial to deal with the deductive method in
planning the lesson of reported speech going through the 3Ps model, mentioned
earlier in Part One. The current part also tackled the teacher's evaluation of the
students teaching performance, as well as, the student teachers self-evaluations
upon this experience.
28
General Conclusion
Grammar is an aspect of language; it is in very sentence you read or write,
speak or hear. Grammar is simply the word for the rules that people follow when
they use a language. In teaching English as a foreign language, there are two main
theoretical methods for the presentation of new English grammar structures or
functions to EFL students: inductive method and deductive method. They both have
advantages and disadvantages. In this teaching practice report; however, the
deductive method was more emphasised. Although the deductive method represents
a traditional style of teaching and has its disadvantages, if used in appropriate
context, it can facilitate the learning process, thanks to the fact that it is helpful
whenever sheer examples and students inductive thinking fail.
Overall, the teaching practice was an outstanding experience in our life,
even though the period was very short. Being observers in the classroom, rather
than students, gave us the freedom to look at the lesson from a range of different
perspectives. Somehow, this inspired us to develop our own personality as student
teachers following the lead of other successful teachers.
To conclude our pedagogical report, we have to admit that teaching is like a
performing art. No amount of reading or attending lectures will prepare you for the
challenge. You only get better with practice. Teachers, thus, are constantly learning
how to improve on their skills. For every student you encounter, you will learn
something from them. Whether it is a new teaching strategy or a life lesson, you
never stop learning.
29
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