Teaching Communicative Grammar for Students PDF

Philippine Normal University The National Center for Teacher Education Taft Avenue, Manila Topic 1 Teaching Grammar Communicatively This file is owned and created by: Dr. Sammy Q. Dolba  Underst...

Philippine Normal University The National Center for Teacher Education Taft Avenue, Manila Topic 1 Teaching Grammar Communicatively This file is owned and created by: Dr. Sammy Q. Dolba  Understanding Grammar and Grammar Teaching Grammar is defined as "a system of rules governing the conventional arrangement and relationship of words in a sentence". It serves as a framework that allows for the construction of meaningful sentences and effective communication. Teaching grammar involves more than just imparting rules; it requires creating an environment where students can explore and apply grammatical concepts in context. Effective grammar instruction should be flexible, integrating explicit teaching with opportunities for practice in authentic situations. This approach not only enhances students' understanding of grammar but also equips them with the skills necessary for effective communication in various contexts.  … is a set of structures and rules of a language. … is concerned with using the correct tenses. … means to produce language structures accurately. … helps better understand different meanings. Grammar… … means the appropriate use of language in different situations. … facilitates communication. … is a set of constructive rules that makes combining words into sentence form.  Grammar Definition: Grammar is the set of structural rules that govern the composition of clauses, phrases, and words in any given natural language. Scope: The study of grammar includes phonology, morphology, syntax, phonetics, semantics, and pragmatics. Learning: Fluent speakers have internalized grammar rules primarily through exposure rather than intentional study, particularly in their native languages. According to research, there are several key beliefs about how students best learn grammar: 1. Students prefer having grammar included as part of their lessons and course books, rather than being taught in isolation. 2. When given a choice between implicit versus explicit grammar instruction, students generally prefer explicit instruction with clear grammar explanations. 3. Teachers should present grammar to learners before expecting them to use it in production. 4. Grammar should be taught in context, integrated with the teaching of other language skills like speaking. 5. Corrective feedback and grammar practice exercises are important for students to gain a better understanding of grammar rules. 6. Teachers' beliefs about grammar teaching are influenced by their past experiences as language learners and teachers. 7. Teaching grammar implicitly through activities with a hidden grammar focus, followed by explicit instruction on the rules, can help improve students' language production and confidence. Agree or Disagree? Why? How? Grammar is often ignored, broken off altogether from the teaching of literature, rhetoric, drama, composition, and creative writing. Grammar is the skunk at the garden party of the language arts.  Ice Breaker: What are your beliefs on how Grammar is learned? Key in your answer in the chat box/google form!  Several Key Beliefs About How Students Best Learn Grammar: According to research, there are several key beliefs about how students best learn grammar: 1. Students prefer having grammar included as part of their lessons and course books, rather than being taught in isolation. 2. When given a choice between implicit versus explicit grammar instruction, students generally prefer explicit instruction with clear grammar explanations. 3. Teachers should present grammar to learners before expecting them to use it in production. 4. Grammar should be taught in context, integrated with the teaching of other language skills like speaking. 5. Corrective feedback and grammar practice exercises are important for students to gain a better understanding of grammar rules. 6. Teachers' beliefs about grammar teaching are influenced by their past experiences as language learners and teachers. 7. Teaching grammar implicitly through activities with a hidden grammar focus, followed by explicit instruction on the rules, can help improve students' language production and confidence.  Questions to Ponder: What do teachers find challenging about teaching Grammar? Where can these challenges be attributed?  Challenges Faced by Teachers 1. Understanding of Grammar: One of the primary challenges is helping students grasp what grammar is and its implications. Many students view grammar as a tedious set of rules, which can lead to resistance to learning. Teachers must shift this perception to emphasize grammar as a tool for effective communication. 2. Diverse Learning Backgrounds: Teachers often encounter students with varying levels of proficiency, learning styles, and past experiences with grammar instruction. Some students may have been taught using traditional methods, such as the Grammar Translation Method, which focuses heavily on memorization and explicit rules, leading to discomfort with more communicative approaches  Challenges Faced by Teachers 3. Balancing Instruction Methods: There is a tension between explicit grammar instruction and communicative practice. While some teachers prefer to teach grammar in context, students often expect direct explanations of rules. This discrepancy can create challenges in meeting students' expectations while also promoting effective communication skills. 4. Complexity of Grammar: Grammar is an intricate system with many rules and exceptions, making it difficult for learners to understand its logic. Teachers must simplify explanations and provide clear examples without overwhelming students with information. 5. Resistance to Change: Many students are accustomed to traditional grammar instruction and may resist new methods that focus on practical application and communication. This resistance can hinder the effectiveness of grammar teaching  Attributed Factors 1. Educational Background: Teachers' own experiences as language learners significantly influence their beliefs and practices regarding grammar instruction. Those who had negative experiences may be less confident in their teaching methods. 2. Expectations of Learners: Students often come with preconceived notions about grammar learning, influenced by their previous education. This can lead to a preference for explicit instruction over more integrated approaches. 3. Contextual Relevance: The need to connect grammar instruction to real-world applications is crucial. Teachers face the challenge of designing lessons that not only teach grammatical structures but also demonstrate their relevance in practical contexts, such as workplace communication.  Question to Ponder: What are the approaches in Grammar Teaching? What are the Approaches, Methods, and Techniques in Teaching Grammar Communicatively?  Tell me the difference: Grammar Teaching & Teaching Grammar Communicatively  Differences of Grammar Teaching & Teaching Grammar Communicatively Grammar Teaching Grammar Teaching typically involves a more traditional, explicit approach where grammatical rules and structures are taught directly and systematically. The focus is on accuracy, rules, and the correct forms of language. Lessons might involve drills, exercises, and explanations of grammar rules. Example Scenario: A teacher presents a lesson on the past simple tense. They start by explaining the rules for forming the past simple (e.g., adding -ed to regular verbs, irregular verb forms). The students then complete exercises where they fill in the blanks with the correct past simple form of verbs. The teacher checks the answers and provides feedback on any mistakes.  Differences of Grammar Teaching & Teaching Grammar Communicatively Teaching Grammar Communicatively Teaching Grammar Communicatively integrates grammar instruction within the context of meaningful communication. The focus is on using language in real-life contexts and developing communicative competence. Grammar is taught implicitly through activities that require students to use the target structures in authentic situations. Example Scenario: A teacher plans a role-play activity where students have to describe past events in their lives. The objective is to practice the past simple tense. The teacher provides a brief overview of the past simple tense but focuses more on the context of the activity. Students work in pairs, taking turns to share stories about their past experiences. As they speak, the teacher listens for correct and incorrect uses of the past simple, offering guidance and correction as needed. The emphasis is on fluency and the natural use of language.  Differences of Grammar Teaching & Teaching Grammar Communicatively Summary of Differences: Grammar Teaching: Explicit instruction, focus on rules and accuracy, often involves drills and exercises. Teaching Grammar Communicatively: Implicit instruction within meaningful contexts, focus on communication and fluency, involves real-life activities and interactions.  Focus on Forms Definition: Focus on Forms (FoF) refers to an instructional approach that emphasizes the explicit teaching of grammatical structures and rules. This method involves isolating specific grammatical forms and practicing them through drills, exercises, and explicit explanations. Example: A teacher might introduce the past tense by explaining the rules for regular verbs (e.g., adding "-ed") and providing sentences for students to practice converting from present to past tense, such as changing "I walk" to "I walked."  Focus on Meaning Definition: Focus on Meaning (FoM) prioritizes the understanding and communication of meaning in language use. This approach encourages learners to engage with language in context, emphasizing comprehension and meaningful communication over the explicit study of grammatical rules. Example: In a lesson focused on meaning, a teacher might present a story or dialogue and ask students to summarize it or discuss its themes, allowing them to use various grammatical structures naturally without direct instruction on the rules.  Research Informing These Approaches Cognitive Load Theory: Studies suggest that focusing solely on forms can overwhelm learners, especially if they are not yet proficient in the language. Balancing FoF with FoM can reduce cognitive load and enhance retention of grammatical structures by allowing students to see how forms function in real communication contexts. Input Hypothesis: According to Stephen Krashen's Input Hypothesis, language learners acquire grammar more effectively when they are exposed to comprehensible input that is slightly above their current proficiency level. This supports the FoM approach, as it emphasizes the importance of understanding meaning before focusing on the rules that govern language use.  Research Informing These Approaches Interaction Hypothesis: Research indicates that interaction plays a crucial role in language learning. Engaging in meaningful communication (FoM) allows learners to negotiate meaning and receive feedback, which can lead to a more natural acquisition of grammatical forms. Learner Beliefs: Studies show that students often prefer explicit grammar instruction (FoF) but also benefit from meaningful practice (FoM). Understanding these beliefs can help teachers design lessons that incorporate both approaches, catering to students' preferences while promoting effective language use.  Approaches to Teaching Grammar Communicatively Communicative Language Teaching (CLT): This approach emphasizes interaction as the primary means of language learning. Grammar is taught in context, allowing students to use grammatical structures in real-life situations. The focus is on fluency and the ability to communicate effectively rather than on accuracy alone. Task-Based Language Teaching (TBLT): TBLT focuses on the completion of meaningful tasks as the central component of language learning. Grammar instruction is integrated into tasks that require students to use specific grammatical structures to achieve a communicative goal. For example, students might plan a trip and need to use future tense forms to discuss their plans. Content-Based Instruction (CBI): In this approach, language learning is integrated with content learning. Grammar is taught as part of the subject matter, making it relevant and meaningful. For instance, while learning about environmental issues, students might practice conditional sentences to discuss hypothetical situations.  Methods for Teaching Grammar Communicatively Inductive Method: This student-centered method encourages learners to discover grammatical rules through exposure to language in context. For example, students might analyze sentences from a text to identify patterns and infer the rules governing those patterns. Deductive Method: While more traditional, this method can be adapted to a communicative context. Teachers present grammatical rules explicitly and then provide opportunities for practice through communicative activities. For instance, after explaining the past tense, students might share personal stories using that tense. Eclectic Approach: This method combines elements from various approaches and methods, allowing teachers to tailor instruction based on learners' needs. Teachers might use a mix of direct grammar instruction and communicative activities to reinforce understanding.  Techniques for Teaching Grammar Communicatively Role-Playing: Students engage in role-play scenarios that require the use of specific grammatical structures. For instance, they might simulate a job interview, using conditional sentences to discuss qualifications and hypothetical situations. Information Gap Activities: These activities require students to communicate to complete a task or solve a problem. For example, students might work in pairs, with each having different information about a topic, necessitating the use of specific grammatical forms to share and gather information. Games and Interactive Activities: Incorporating games that require the use of grammar in context can make learning more engaging. For instance, grammar bingo or board games that involve forming sentences can reinforce grammatical structures in a fun way.  Advantages and Disadvantages of Deductive and Inductive Methods in Teaching Grammar? INDUCTIVE METHOD Advantages: Active Learning: The inductive approach encourages students to discover grammatical rules through examples, fostering active engagement and participation. This method can enhance motivation and make learning more meaningful, as students construct their understanding. Deeper Understanding: By deriving rules from specific examples, students may develop a more profound and lasting understanding of grammar. This process can help students internalize rules better than if they were simply presented with them. Encourages Autonomy: The inductive method promotes learner autonomy and critical thinking, as students must analyze and synthesize information to arrive at grammatical rules. This can prepare them for self-directed learning in the future.  Advantages and Disadvantages of Deductive and Inductive Methods in Teaching Grammar? INDUCTIVE METHOD Disadvantages: Time-Consuming: This method can be more time-consuming, as students may need significant time to work through examples and discover rules. This might limit the amount of grammar that can be covered in a lesson, which can be a drawback in structured curricula. Frustration for Some Learners: Some students may find the inductive approach frustrating, particularly those who prefer clear instructions and may struggle with the ambiguity of deriving rules from examples. Teacher Preparation: Teachers need to carefully select and organize examples to guide learners effectively toward the correct formulation of rules. This can require more planning and foresight compared to the deductive method.  Advantages and Disadvantages of Deductive and Inductive Methods in Teaching Grammar? Deductive Method Advantages: Time Efficiency: The deductive approach is often quicker because it presents rules directly before students practice them. This can be particularly beneficial in time-constrained environments, allowing for more practice time after the rule is introduced. Clarity and Structure: It provides a clear framework for understanding grammatical rules. This is especially useful for adult learners or those with prior knowledge of grammar, as they can quickly grasp the necessary rules and apply them. Immediate Application: Students can apply the rules immediately after learning them, which can enhance retention and understanding. This structured approach can also accommodate learners who prefer direct instruction and clear guidelines.  Advantages and Disadvantages of Deductive and Inductive Methods in Teaching Grammar? Deductive Method Disadvantages: Limited Engagement: The deductive method can lead to a passive learning experience, as it often centers around teacher explanations rather than student discovery. This may result in lower motivation and engagement among learners, particularly younger students who may struggle with abstract rules without context. Overemphasis on Rules: This approach may foster a belief that language learning is solely about knowing rules, rather than using language communicatively. Students might become overly reliant on memorization rather than developing practical language skills. Potential for Misunderstanding: Some students, especially younger ones, may find grammar explanations difficult to understand without sufficient language proficiency to discuss grammatical terms.  Research-Based Insights Research indicates that both methods have their place in grammar instruction, and their effectiveness can depend on various factors, including the learners' age, proficiency level, and the specific grammatical structures being taught. Combined Approaches: Many studies suggest that a combination of both deductive and inductive methods is often the most effective strategy for teaching grammar. This allows teachers to cater to different learning styles and preferences while ensuring comprehensive coverage of grammatical rules. Contextual Relevance: Research emphasizes the importance of context in grammar teaching. Inductive methods can be particularly effective for teaching more complex or nuanced grammatical structures, while deductive methods may be more suitable for straightforward rules or when time is limited. Learner Preferences: Understanding learners' preferences can guide the choice of method. Some students may thrive in an inductive environment that promotes exploration, while others may benefit from the clarity and structure of deductive instruction.  Question to Ponder What aspects of spoken discourse should be highlighted when teaching grammar for speaking?  Key Aspects of Spoken Discourse Informality and Colloquial Language: Spoken discourse often includes informal expressions, slang, and colloquial language that differ from written grammar. Teaching students to recognize and use these forms can help them communicate more naturally. For example, phrases like "gonna" instead of "going to" or "wanna" instead of "want to" are common in spoken English and should be included in grammar instruction. Ellipsis and Substitution: In spoken language, speakers frequently omit words or phrases that are understood from context, a phenomenon known as ellipsis. For instance, in a conversation, one might say, "Want to go?" instead of "Do you want to go?" Teaching students to use ellipsis can make their speech more fluid and natural. Discourse Markers: Words and phrases such as "well," "you know," "like," and "so" serve as discourse markers that help structure conversation and manage turn-taking. These markers can signal shifts in a topic or indicate a speaker's attitude. Research suggests that incorporating these markers into grammar teaching can improve students' conversational skills and fluency.  Key Aspects of Spoken Discourse Vague Language: Spoken discourse often employs vague language to express uncertainty or generality. Phrases like "something like that" or "you know what I mean" allow speakers to communicate without being overly specific. Teaching students to use vague language can help them navigate conversations where precision is not necessary. Interactional Features: Spoken grammar includes features that facilitate interaction, such as backchanneling (e.g., "uh-huh," "I see") and question tags (e.g., "It's nice, isn't it?"). These features help maintain the flow of conversation and show engagement. Research indicates that teaching these elements can enhance students' ability to participate in dialogues effectively. Sentence Fragments and Non-Standard Structures: Spoken language often includes incomplete sentences or non-standard grammatical structures that may not conform to written norms. For instance, a speaker might say, "Went to the store," omitting the subject. Recognizing and practicing these structures can help learners sound more natural in conversation. Research supports the integration of these aspects of spoken discourse into grammar teaching for several reasons: 1. Authenticity in Language Learning: Exposure to authentic spoken language helps learners understand how grammar functions in real-life contexts. Studies show that traditional grammar instruction often relies on written language norms, which can misrepresent how language is used in everyday conversation. Incorporating authentic spoken materials allows students to experience the nuances of spoken grammar. 2. Focus on Communication: Emphasizing spoken grammar features aligns with communicative language teaching (CLT) principles, which prioritize effective communication over grammatical accuracy. Research indicates that learners benefit from focusing on how grammar facilitates meaning-making in conversation rather than solely on rules. 3. Engagement and Motivation: Teaching grammar through the lens of spoken discourse can increase student engagement and motivation. When learners see the relevance of grammar to their speaking skills and everyday interactions, they are more likely to invest effort in mastering these structures. 4. Development of Fluency: By practicing the features of spoken grammar, students can improve their fluency and confidence in speaking. Research suggests that fluency is enhanced when learners are exposed to and practice using the informal, interactive aspects of spoken language. Functional Grammar Enhances Speaking Emphasizes Meaning Over Form Functional grammar focuses on how language is used to create meaning in context, rather than just memorizing grammatical rules. By understanding the communicative functions of grammar, students learn to use language more effectively for real-world purposes. This meaning-focused approach helps students communicate more naturally and appropriately. Integrates Grammar With Other Skills Functional grammar is often taught in conjunction with speaking, listening, reading, and writing. By integrating grammar instruction with opportunities to use language communicatively, students can better understand how grammar functions in authentic discourse. For example, analyzing the grammar in a dialogue and then practicing similar conversations allows students to internalize the structures.  Functional Grammar Enhances Speaking Provides Metalanguage for Discussing Grammar Functional grammar introduces concepts like "process," "participant," and "circumstance" to describe how grammar constructs meaning. Learning this metalanguage gives students a way to talk about and understand grammar, which can lead to more conscious monitoring and self-correction when speaking. The explicit focus on meaning helps students grasp the "why" behind grammatical choices. Emphasizes Appropriateness Over Correctness Rather than focusing solely on grammatical accuracy, functional grammar considers the social context and communicative purpose. Students learn to choose grammatical structures that are appropriate for the situation, such as using informal language with friends versus formal language in a presentation. This flexibility leads to more natural, contextually-appropriate speech. Promotes Noticing and Awareness By highlighting the functions of grammar, functional approaches encourage students to notice grammatical structures in the input they receive. This heightened awareness helps students process and store the language more effectively. Noticing also leads to more accurate production, as students monitor their own speech to communicate their intended meaning.  Advantages of Teaching Grammar in English 1. Enhanced Language Proficiency: Teaching grammar explicitly helps students understand the structure and rules of the language, which can improve their overall language proficiency. Research indicates that a solid grasp of grammar is essential for effective communication, as it allows learners to construct accurate and meaningful sentences. 2. Improved Writing Skills: A strong foundation in grammar contributes to better writing skills. Students who understand grammatical rules can produce clearer and more coherent texts, which is crucial for academic success. Studies show that explicit grammar instruction can lead to significant improvements in students' writing abilities, particularly in formal contexts.  Advantages of Teaching Grammar in English 3. Preparation for Standardized Tests: Many standardized tests assess grammar knowledge. Teaching grammar systematically prepares students for these assessments, increasing their chances of achieving higher scores. Research highlights that explicit grammar instruction is often beneficial for learners who need to perform well on exams. 4. Development of Critical Thinking Skills: Engaging with grammar rules requires analytical thinking, as students must understand and apply these rules in various contexts. This process fosters critical thinking skills, which are valuable not only in language learning but also in other academic areas. 5. Facilitation of Language Transfer: Understanding grammar in English can aid students in learning additional languages. Familiarity with grammatical concepts can make it easier for learners to grasp similar structures in other languages, as they can draw parallels based on their existing knowledge.  Challenges of Teaching Grammar in English 1. Over-Reliance on Memorization: One significant challenge of explicit grammar instruction is that it can lead to an over- reliance on memorization rather than practical application. Students may learn rules by heart but struggle to use them effectively in real-life situations, resulting in a lack of fluency. 2. Lack of Contextual Understanding: Teaching grammar in isolation often lacks the context needed for students to understand how to apply rules in everyday communication. Research suggests that grammar instruction should be contextualized to enhance comprehension and practical use. Without context, students may find it difficult to relate grammatical rules to their speaking and writing.  Challenges of Teaching Grammar in English 3. Boredom and Disengagement: Traditional grammar instruction can be perceived as dull and unengaging, leading to student boredom. When grammar is taught solely through rote learning and repetitive exercises, students may lose interest in the subject, which can hinder their overall language development. 4. Limited Creativity: Strict adherence to grammatical rules can stifle students' creativity in language use. When learners are overly focused on correctness, they may hesitate to experiment with language or express themselves freely, which is essential for developing a natural speaking style. 5. Diverse Learning Needs: In a classroom where English is the medium of instruction, students may have varying levels of proficiency and different learning styles. This diversity can make it challenging for teachers to design grammar lessons that meet all students' needs effectively.  Contextualized and Communicative Approaches to Address Its Challenges. Contextualized Teaching: Studies emphasize the importance of teaching grammar within meaningful contexts to enhance understanding and retention. This approach helps students see the relevance of grammar in real-life communication, making it more engaging. Integrative Methods: Combining explicit grammar instruction with communicative activities can help mitigate issues related to memorization and disengagement. Research shows that when students practice grammar in context, they are more likely to internalize and apply grammatical structures effectively.  What grammatical competencies can be addressed by teaching grammar through games?  Game-Based Grammar Instruction: Enhancing Language Acquisition and Engagement through Play 1. Grammar Awareness and Understanding Games provide a context for students to notice and understand grammatical structures in a fun and engaging way. For instance, when students play games that require them to use specific grammatical forms, they become more aware of how these forms function in communication. Research indicates that games create opportunities for learners to absorb language subconsciously while focusing on the activity itself, leading to better grammar retention and understanding. 2. Practical Application of Grammar Games encourage students to apply grammatical rules in real-life contexts. For example, role-playing games can simulate everyday conversations, allowing students to practice using grammar structures relevant to their interactions. This practical application helps bridge the gap between theoretical knowledge and real-world usage, making grammar more relevant and accessible. Studies show that games help students practice and review language use in meaningful contexts, enhancing their ability to communicate effectively. 3. Fluency and Spontaneity in Speech Through interactive games, students are encouraged to speak more spontaneously and fluently. The competitive and dynamic nature of games reduces the pressure associated with speaking, allowing students to experiment with language without the fear of making mistakes. Research supports that engaging in game-based activities can lead to increased fluency, as students focus on communication rather than grammatical accuracy alone.  Game-Based Grammar Instruction: Enhancing Language Acquisition and Engagement through Play 4. Collaborative Learning and Peer Interaction Games often involve collaboration and interaction among students, which can enhance their grammatical competencies through peer learning. When students work together to solve problems or complete tasks in a game format, they can negotiate meaning and provide feedback to each other. This social interaction is crucial for language development, as it fosters a supportive learning environment. Studies highlight that games create a relaxed atmosphere where students feel more comfortable practicing grammar with their peers. 5. Motivation and Engagement The use of games in grammar instruction significantly boosts student motivation and engagement. When students find learning enjoyable, they are more likely to participate actively and invest effort in their studies. Research indicates that a majority of students express positive attitudes toward learning grammar through games, which can lead to improved learning outcomes. The enjoyment derived from games can transform grammar lessons from a chore into an engaging experience. 6. Critical Thinking and Problem-Solving Skills Many games require students to think critically and solve problems using language. This aspect of game- based learning encourages students to apply their grammatical knowledge creatively and strategically. Research suggests that games can help develop higher-order thinking skills, as students must analyze situations and make decisions based on their understanding of grammar.