Methods and Modes of Teaching Grammar PDF

TEACHING AND ASSESSMENT OF GRAMMAR Christianne Roie A. Carabeo, MACDDS Assistant Professor II  METHODS OF TEACHING GRAMMAR LEARNING THROUGH WRITING  This method is often used in schools in the U.S. and Canada. Students are encouraged to explore language through creativ...

TEACHING AND ASSESSMENT OF GRAMMAR Christianne Roie A. Carabeo, MACDDS Assistant Professor II  METHODS OF TEACHING GRAMMAR LEARNING THROUGH WRITING  This method is often used in schools in the U.S. and Canada. Students are encouraged to explore language through creative writing and reading, picking up correct grammar usage along the way.  An emphasis is now being placed upon language acquisition over language learning, as it has been observed that learning grammar by memorization does not work well and that students are better able to recognize and understand grammatical rules when lessons are more interactive (i.e., they have to apply these rules in their own writing).  Repeated practice is also important and easily achieved through creative or personal writing exercises. INDUCTIVE TEACHING  The inductive method of teaching grammar involves presenting several examples that illustrate a specific concept and expecting students to notice how the concept works from these examples.  No explanation of the concept is given beforehand, and the expectation is that students learn to recognize the rules of grammar in a more natural way during their own reading and writing.  Discovering grammar and visualizing how these rules work in a sentence allow for easier retention of the concept than if the students were given an explanation that was disconnected from examples of the concept. The main goal of the inductive teaching method is the retention of grammar concepts, with teachers using techniques that are known to work cognitively and make an impression on students’ contextual memory.  Step 1. Present several examples that illustrate a particular concept. Step 2. Students must observe how the concept works from these examples. Step 3. Concept must not be explained beforehand. Step 4. Students are expected to recognize the rule of grammar in a more natural way. DEDUCTIVE TEACHING  The deductive method of teaching grammar is an approach that focuses on instruction before practice. A teacher gives students an in-depth explanation of a grammatical concept before they encounter the same grammatical concept in their own writing. After the lesson, students are expected to practice what they have just been shown in a mechanical way, through worksheets and exercises.  This type of teaching, though common, has many people—including teachers—rethinking such methods, as more post-secondary level students are revealing sub-par literacy skills in adulthood.  The deductive method of teaching grammar focuses on instruction before practice. Step 1. A teacher gives an in-depth explanation of a grammatical concept before studentscould encounter the same grammatical concept of their own writing. Step 2. After the lesson, students practice what they have just been shown throughworksheets and exercises. INTERACTIVE TEACHING  Another method of teaching grammar is to incorporate interactivity into lessons. Using games to teach grammar not only engages students but also helps them to remember what they’ve learned. This method allows teachers to tailor their lessons to the different learning styles of students. FUNCTIONAL- NOTIONAL APPROACH  This approach is a method of teaching second languages that focuses on the communicative meanings of words and expressions rather than just grammatical structures.  This is part of the communicative approach trend, refers to a way of teaching that organizes language teaching in terms of functions (i.e., purposes for which people communicate either in spoken or written forms) and notions (i.e. the topics and ideas that a learner needs to handle) rather than in terms of grammatical structures. When designing a lesson, teachers often choose real-world situation as their “notion,” and choose corresponding functions to teach to prepare students to communicate in that situation in the lesson.  The content of learning is derived from initially analyzing the learner’s need to communicate in real situations. Language skills are classified based on what people want to accomplish with the language (functions) and what kind of meanings they want to express (notions)  Functions: Functions refer to the reason we use language within a given situation. A function is a communication act that achieves a purpose such as inviting, complaining, suggesting, complementing, offering, etc.  Notions: Notions are elements of meaning that can be conveyed using various parts of speech, such as nouns, pronouns, verbs, prepositions, conjunctions, adjectives, or adverbs.  USING TEXTS, STORIES, SONGS, AND RHYMES  There are different ways of using songs in the classroom. The level of the students, the interests and the age of the learners, the grammar point to be studied and the song itself have determinant roles onthe procedure. Apart from them, it mainly depends on the creativity of the teacher.  At the primary level of singing the song, the prosodic features of the language is emphasized. At the higher levels, where the practice of grammar points is at the foreground songs can be used with severaltechniques  PPP (PRESENTATION, PRACTICE, PRODUCTION)  The teacher presents the target language and then gives students the opportunity to practice it through very controlled activities. Presentation involves building a situation that requires a natural and logical use of a new language.  The teacher presents the target language and then gives students the opportunity to practice it through very controlled activities. Presentation involves building a situation that requires a natural and logical use of a new language. It is in the presentation stage that students know what they will learn and why.  Practice involves testing the procedure so students can be familiar with the language. In this stage,students will be provided with activities that can make them use the new language.  The production stage, being the most important stage, students here shall have made the transition from “learners” to becoming“users” of the language. This stage involves creating situations using the language that was introduced in the presentation to help student communicate meaning using the new language. DIAGRAMMING SENTENCES  Diagramming sentences is visualizing how to fit together the different parts of a sentence. Thesubject of a clause goes in one slot, the verb in another, and so on. Words that modify another word are attached to the word they modify.  To put in a diagram words in the sentences forces the learners to identify the logical connections between different parts of the sentence. It is a form of sentence analysis which requires one to take the sentence apart andshow relationship of each word to the rest of the sentence.  It helps students understand how a sentence works by breaking it down to the component pieces. It is like a puzzle which is not solved until all the parts are in the right place, and none are left over.  MODES OF TEACHING GRAMMAR LINGUISTIC MODE  Students must be familiar about the use of structures so that they will understand.  Larsen-Freeman (2002, 2014) maintained that students must know about the use of structures sothat they will understand the consequences of their choices because the grammatical system offers itsusers choices in how they wish to realize meanings and positions themselves ideologically and socially. Therefore, grammar teaching should not only for understanding the rules but also for inducing the reasonsof different sentence formations in different contexts. STORY-TELLING MODE  A grammar lesson is not complete without an application stage. Ur (1988) shared that applicationis believed to require “volume and repetition”; that is, learners need to be given adequate opportunities touse the items to be learnt as much as possible.  Teachers should help learners make he leap from form-focused accuracy to meaning-focused fluency after explicit instructions by providing a variety of practiceactivities that will familiarize the learners with structure in contexts, giving practice both in form andcommunicate meaning. (Ur, 1996) Story Telling mode is an effective way to apply what students learn toreal communication.