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Learning GrammarBy: Bishara Adam
A Place Of Grammar Grammar is the sound, structure, and meaning system of language. The goal is to teach the students grammar through meaningful activities which are both fun and engaging. It is important that the teacher always has the goal in mind for teaching grammar and that the students learn this in a communicative ways.
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Different Meanings Of GrammarWhen teachers are invited to brainstorm what the term ‘grammar’ means to them, they commonly produce a list such as this:
Parts of Speech (elements or categories)
Syntactic structures (phrases, clauses, sentence types)
“Correct” sentence structures (subject-verb agreement and such)
“Correct” punctuation and other aspects of mechanics (Capitalization, Contraction, Abbreviations and Acronyms)
Appropriate usage (often thought of as “standard” or educated forms)
Sentence sense; style (appropriate and effective use of syntactic options; ability to manipulate syntactic elements)
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The Role of Grammar in Teaching Young Learners
Young children are wonderful in absorbing new language.
They can get maximum of language through games and
activities that they find funny. Their success in learning foreign
language does not depend on their knowledge of grammar.
As Pinter (2006) stated that children can use grammatical
structures very well, they can speak language clearly, but they
are not able to say why they use particular structure.
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The Role of Grammar in Teaching Young LearnersTeachers, of course, should be aware of grammar and structures that
they want their children to know. But they should teach just a minimum
of grammar because mastering grammar is to help them speak with
organized sentence structures in order to make themselves understood.
Some children are able to deal with simple grammar at the age of ten
or eleven. If our students learn proper speaking habits while they are
young, this should help them become good communicators in the
future.
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How Learners Learn A Language
Language learning is result of
Interaction between learners
Meaningful and purposeful interaction
Giving and receiving feedback
Talking together in groups and pairs
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How Learners Learn A Language
When planning a lesson, remember:Make real communication
Make room for experimenting
Be tolerant of errors
Provide practice of both accuracy and fluency
Link the different skills together
Let grammar rules be “discovered”
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Development Of The Internal Grammar
Young learners have a long time ahead of them with the language.
There is no need to rush into technical rules and labels that will confuse.
It seems likely to be far better to give children a sound basis in using the language while encouraging curiosity and talk about patterns and contrasts in and between languages and introducing grammatical language slowly and meaningfully.
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Development Of The Internal Grammar: From Words To
Grammar In the beginning stages, learners seem to use words or chunks strung together to get their meaning across with little attention paid to grammar that would fit the words or chunks together in conversational patterns.
If you can get your message through without grammar, then there may be a little impulse to drive grammar learning.
Paying attention to grammatical features of a language is not something that happens automatically in communicating and that therefore some artificial methods of pushing attention are needed: teaching.
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Development Of The Internal Grammar: From Words To Grammar
Learned chunks of language will make up a substantial part
of early learning and that learnt chunks also provide a
valuable resource for developing grammar as they are
broken down and re-constituted.
Ways of teaching that help learners notice words inside
chunks and how other words can be used in the same places
may help with the development of grammar.
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Development Of The Internal Grammar: Learning Through Hypothesis Testing
Children build hypotheses about how the foreign language works from the data they have received from their limited experience with the language.
Errors in language use can often act as a window on to the developing internal grammar of the learner and are signals of growth.
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Development Of The Internal Grammar: Influence of the first language
When data is limited, learners are more likely to use their first language to fill the gaps.
So the learners may assume that foreign language grammar works like first language grammar.
If the foreign language cues are not particular obvious, the probability of them being noticed and used is even smaller.
It is precisely these cross-linguistically different and low profile features of grammar that need form-focused instruction.
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A Learning Centered Approach To Teaching Grammar
It would not be conceptually appropriate for grammar to be explicitly taught as formal, explicit rules in young learner classrooms to children under the age of 8 or 9 years.
As children get older, so they are increasingly able to learn from more formal instruction but we should remember that grammar teaching can often destroy motivation and puzzle children rather than enlighten them.
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A Learning Centered Approach To Teaching Grammar
Good learning centered
grammar teaching will be
meaningful & interesting,
require active participation
from learners and will
work with how children
learn and what they are
capable of learning.
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Principles For Learning Centered Grammar Teaching
The need for Grammar
Grammatical accuracy and precision matter for meaning.
Without attention to form, form will not be learnt accurately.
Form-focused instruction is particularly relevant for those
features of the foreign language grammar that are different
from the first language or are not very noticeable.
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Principles For Learning Centered Grammar Teaching
Potential conflict between meaning
and grammar
If learners’ attention is directed to
expressing meaning, they may neglect
attention to accuracy and position.
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Principles For Learning Centered Grammar Teaching
Importance of attention in the learning process
Teaching can help learners notice and attend to features of
grammar in the language they hear and read or speak and write.
Noticing an aspect of form is the first stage of learning it; it
then needs to become part of the learner’s internal grammar,
and to become part of the learner’s language resources ready for
use in a range of situations.
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Principles For Learning Centered Grammar Teaching
Learning grammar as the development of internal grammar
The learner has to do the learning; just teaching grammar does
not make it happen.
Grammar learning can work outwards from participation in
discourse from vocabulary and from learnt chunks.
Learners’ errors can give teachers useful information about their
learning processes and their internal grammar.
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Principles For Learning Centered Grammar Teaching
The role of explicit teaching of grammar rules
Teaching grammar explicitly requires the learner to think
about language in very abstract, formal ways that some
enjoy and some find difficult. The younger the learner, the
less appropriate it is to teach explicitly.
Children can master language if it is well taught.
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Ways of Teaching Grammar:Inductive & Deductive
Inductive grammar - indirect grammar teaching, teacher
does not provide grammar rules. There is a text where new
grammatical structure is introduced. Children read the text
and find out the new structure. Children’s attention is not
focused on the structure, but on the text. Children work with
the text, they practice new language and the focus does not
have to be on the grammar. Children play with the words,
sentences and they can take the new grammar in incidentally.
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Ways of Teaching Grammar:Inductive & Deductive
Deductive grammar - explanation of the new grammatical rules and
structures to children. Teachers of young learners tend to focus on vocabulary
and pronunciation the most, however, it is important not to neglect grammar
in the classroom. It is important that children develop all four skills, and
grammar along with vocabulary will allow them to do this. Teacher should
make sure all new grammar is taught before the activity. The focus of this,
should be that the children understand the meaning of the grammar. Children
may learn easily but they also forget quickly. So recycle new grammar
frequently to help them remember.
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Stages in Teaching Grammar to EYL (English for Young Learners)
Grammar teaching includes stages that children should go through before being able to use a new grammar item (Scrivener, 2003).
The grammar item in presentation should be: Clear - there should not be any difficulties in understanding, children should understand the text.
Efficient - there should be a maximum of new grammar, children should be forced to use new language.
Enjoyable and interesting - children should be motivated on the highest level and be interested in the activity.
Appropriate - it has to be proper for language that is presented.
Productive - children should be allowed to make own sentences and questions using the grammar that they have learnt.
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Teaching Techniques For Supporting Grammar Learning
1. Working from classroom discourse: Routines and classroom contexts can serve to introduce new grammar
The language for classroom management: Some very simple phrases for classroom management can be introduced and as time goes by, these can be expanded. Pupils can use some phrases originally used by the teacher when they work in pairs/ groups.
Talking with children: If a child offers a comment about a picture, for example, the teacher can respond with fuller sentences that pick up the child’s interests. Talk with children as a class can also offer incidental focusing on form.
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Teaching Techniques For Supporting Grammar Learning
2. Guided noticing activities:
Listen and Notice: Filling a grid while listening
to a conversation. Noticing the grammatical
features are important to fill the grid.
Presentation of new language with puppets: The
children listen several times to the story-
dialogue: repetition + contrast.
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Teaching Techniques For Supporting Grammar Learning
3. Language practice activities that offer structuring opportunities Questionnaires, surveys & quizzes: Preparation and rehearsal of the questions are necessary to ensure accuracy; the activity must be managed so that the questions are asked in full each time.Information gap activities: An information gap activity is an activity where learners are missing the information they need to complete a task and need to talk to each other to find it. Helping hands: Drills: The dangers of over-using drills occur mostly if the children do not understand the content. Repetition drills can help in familiarizing a new form but substitution drills are the ones that offer more for grammar structuring. A substitution drill is a classroom technique used to practice new language.
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Teaching Techniques For Supporting Grammar Learning
4. Proceduralizing activities:
Polar animal description re-visited: Description of the animal
they choose needs some grammatical knowledge that has already
entered the internal grammar through noticing and structuring.
Dictogloss: the teacher reads out a text, students take notes and
re-write the text in pairs/ groups.
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Teaching Techniques For Supporting Grammar Learning
5. Introducing metalanguage:
Explicit teacher talk: Useful and possible to talk about language
without using technical terms.
Cloze activities for word class: