EL9 Grammar Module 1 PDF

EL9 MODULE 1 EL9 Teaching and Assessment of Grammar Bohol Island State University College of Teacher Education  EL9 GRAMMAR Language is a way for us to share our thoughts,...

EL9 MODULE 1 EL9 Teaching and Assessment of Grammar Bohol Island State University College of Teacher Education  EL9 GRAMMAR Language is a way for us to share our thoughts, feelings, emotions, and experiences with each other, but grammar is seen as the machine that puts that vehicle in motion. Language theory, or grammar, is the investigation of how words and phrases fit together to form whole sentences. Grammar is the study of the structure of a language and how linguistic components such as words and phrases are joined to form sentences. It examines the meanings and roles of sentences within the language's overall structure. Grammar, as a fundamental component of language and an essential component of linguistic competence, plays a critical role in shaping learners' language abilities and communicative competence. WHY IS TEACHING GRAMMAR IMPORTANT? Grammar is the foundation of the English language. It has a significant and practical impact on all four language learning abilities is slowly being acknowledged. While the advantages of grammar in teaching and developing writing skills have been more generally acknowledged, their effect on reading, listening and communicating is now still seen as important. Improved verbal capabilities allow for a strong degree of grammatical consistency. Communicative skill includes the understanding and implementation of grammar and the usage of sufficient language terminology to express concepts in a socially acceptable manner. It is also the explanation why grammar instruction is deemed important and has made its way into language teaching labs. FOUR TYPES OF GRAMMAR o Prescriptive A prescriptive grammar is a set of rules about language based on how people think language should be used. In a prescriptive grammar there is right and wrong language. The term prescriptive grammar refers to a set of norms or rules governing how a language should or should not be used rather than describing the ways in which a language is actually used. It is also called normative grammar and prescriptivism. o Prescriptive grammar Prescriptive grammar describes when people focus on talking about how a language should or ought to be used. One way to remember this association is to think of going to a doctor’s office. When a doctor gives you a prescription for medication, it often includes directions about how you should take your medication as well as what you should not do when taking your medication. In a similar way, a prescriptive grammar tells you how you should speak, and what type of language to avoid. This is commonly found in English classes as well as other language classes, where the aim is to teach people how to use language in a very particular (typically described as ‘proper’ or ‘correct’) way. A person who dictates how people should write or speak is called a prescriptivist or a prescriptive grammarian. o Descriptive A descriptive grammar is a set of rules about language based on how it is actually used. In a descriptive grammar there is no right or wrong language. The term descriptive grammar refers to an objective, nonjudgmental description of the grammatical construction in language. It’s an examination of how a language is actually being used, in writing and in speech. Linguists who specialize in descriptive grammar examine the principles and patterns that underlie the use of words, phrases, clauses and sentences. In  that respect, the adjective “descriptive” is a bit misleading as descriptive grammar provides an analysis and explanation of a language’s grammar, not simply a description of it. Descriptive grammar also focuses on describing the language as it is used, not saying how it should be used. For example, think about a prescriptive rule like “Don’t split infinitives.” A descriptive grammarian would see a sentence like ordering of words, rather than saying that the surface form is faulty due to prescriptive rules (which would require the sentence “To go boldly where no man has gone before”). Linguistics takes this approach to language. o Functional Functional grammar, based on systemic linguistics, emphasizes the way spoken and written languages operate in different social situations. In particular, it is very useful in showing how texts work beyond the level of the sentence, how different texts are structured, and how language varies to suit the purpose of the users. It takes on a descriptive approach and focuses on groups of words that function to make meanings and is also concerned with how language is used in a range of social and cultural contexts. In his classic book An Introduction to Functional Grammar, Halliday (1994) points out that functional grammar is so- called because its conceptual framework is a functional one rather than a formal one. It is functional in three distinct senses: in its interpretation (1) of texts, (2) of the system, and (3) of the elements of linguistic structures. In the first sense, functional grammar is designed to account for how the language is used. Every text (everything that is said or written) unfolds in some context of use. Over tens of thousands of generations of constant use, language has shaped into a system which can satisfy human needs. Therefore, “A functional grammar is essentially a ‘natural’ grammar, in the sense that everything in it can be explained, ultimately, by reference to how language is used” (Halliday, 1994). o Pedagogic Pedagogical grammar also refers to the grammatical content taught to a student learning a language other than his or her first language or the methods used in teaching that content. The goal of this type of grammar is primarily to increase fluency and accuracy of speech rather than impart theoretical knowledge. A pedagogical grammar is intended to be used for teaching and learning rather than as a comprehensive examination of a linguistic topic. It's meant for English learners to increase academic writing accuracy. METHODS OF TEACHING GRAMMAR § 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. § 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. As one former teacher states, deductive teaching methods drive many students away from writing because of the tediousness of rote learning and teacher-centered approaches. § 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. For instance, each student can be given a large flashcard with a word on it, and the students must physically arrange themselves into a proper sentence. Other games can include word puzzles or fun online quizzes. Over the years, many methods have been developed for teaching grammar and have been built upon, abandoned, or combined, all with the same goal in mind—teaching students how to communicate effectively and understand how to use the English language. Because of the grammatical complexity of English, each method has its pros and cons. Some lessons are less likely to be remembered, while others may require more in-depth explanation and practice. Regardless of how grammar is taught, a well- rounded understanding of English grammar is the most important factor in improving the literacy of students. § Diagramming Sentences One of the older forms of teaching grammar, diagramming sentences, first appeared in the 19th century. This method involves visually mapping the structures of and relationships between different aspects of a sentence. Especially helpful for visual learners, this method disappeared from modern teaching at least 30 years ago. Different forms of diagramming are used to visualize sentences, from the Reed-Kellogg System to dependency grammar, but all organize the functions of a sentence in a way that illustrates the grammatical relationships between words. TECHNIQUES IN PRESENTING GRAMMAR 1. Direct Explaining (Explicit Approach). You can explain a grammar rule directly using the students’ mother tongue. This has the advantage of allowing students to contrast an item of grammar in English with an item of grammar in the student’s own language. For example, the two languages might use past tenses in different ways. On the other hand, some teachers believe that it’s more effective to present and explain the grammar directly by using English at all times. Certainly, in classes where the students already have learnt some English, it’s usually possible to build on what they already know to introduce a new grammar point. 2. Discovering the Grammar (Implicit Approach). Often, it’s helpful to have students discover the grammar rather than tell them what it is. Do this by choosing a text which contains lots of examples of the target grammar. For example, if the text includes regular verbs in the past simple form (e.g. lived, travelled, moved, etc), ask the students to underline all the verbs in the text. Then ask them to say what they notice about the verbs – which will be that they all end in -ed. 3. Using Pictures or Drawings (Illustrating Grammar Points). A quick sketch on the board can illustrate a grammar point very quickly. For example, a picture of a person dreaming of a future ambition can be used to introduce “be going to” to talk about future intentions. 4. Drawing Timelines (Teaching Tenses). Timelines are useful for teaching grammar structures that refer to aspects of time. Timelines are a simple and visual way to clarify the actions and events described in a sentence. They are often used by teachers for presenting the meaning of verb tenses in English. The basic form of a timeline shows a horizontal line with a point in the middle indicating NOW or the moment of speaking. Before that point is the past and after it is the future. Some teachers also write the words PAST and FUTURE along the line. You can indicate single actions with an X and periods of time with an arrow. Continuous actions are often indicated with a wavy line. 5. Asking Concept Questions (Checking Understanding). Write a sentence on the board containing the grammar structure. For example, this sentence uses the past simple: He left university in 2008. Next, ask the students concept questions which check their understanding of when the action happened. So, the teacher/student conversation would sound like this: T: Is he at university now? SS: No. T: Was the action in the past? SS: Yes. Note that concept questions should usually be designed to elicit the answer Yes or No from the students because the aim is only to check their understanding. 6. Using Tables (Showing the Form). Tables are very useful for showing the form of the grammar on the board. For example, these tables show the affirmative and negative forms of a verb in the present simple tense. You can refer to the different features of the tense when introducing it, and the students can copy the table for future reference. I/You/We/They live in England He/She/It lives I/You/We/They don’t live in England. He/She/It doesn’t live in England. 7. Using Objects (Presenting the Meaning). Sometimes using objects can work as quickly as anything to present the meaning. For example, if you want to present the comparative form (… is bigger than …), the simplest way is to find two objects and contrast them. Alternatively, ask two students to stand up and compare their height to produce a sentence like: Hany is taller than Tom. Write the sentence on the board and underline the comparative form so the students notice the construction. Similarly, if you teach prepositions (in, on, next to, etc), using a selection of objects in different positions from each other is a very effective starting point.  8. Contrasting Structures (Showing the Difference in Meaning). With higher-level grammar, it’s useful to ask students to contrast two grammar structures which are similar in certain ways, but which have an important difference in meaning. For example, these two sentences contrast two different meanings of the present perfect tense. 1. He has been to London. 2. He has gone to London. A teacher could ask the students to compare these sentences and say what the difference in meaning is. (Answer: A means: He went to London and returned back whereas B means: He went to London and he is still there). 9. Choosing the Correct Sentence (Correcting Common Grammatical Mistakes). This is similar to the previous technique because you give students two sentences, but one sentence has a mistake related to grammar. You write them on the board and get students to say which they think has the mistake and why. For example: 1. I’ve lived here since three years. 2. I’ve lived here for three years. STRATEGIES IN TEACHING GRAMMAR Eight strategies or activities that can be used to enhance student’s knowledge of grammar: 1. Daily Oral Language Daily oral language is a quick, effective way to teach and reinforce grammar and punctuation. Simply write one or two sentences on the board in which there are grammar or punctuation errors. Then ask volunteers to come up and correct an error. Students should correct only one error and then explain why they made their correction. This allows others to hear their thinking and enables you to conduct quick grammar and punctuation mini-lessons. DOL should be kept fairly fast-paced. Eventually, you may include a short paragraph instead of sentences. You can find DOL sentences on the Internet (do a search using the terms: daily-oral language). You could also buy books with lots of DOL sentences in them. However, I’ve found that it is always more effective to create your own sentences based on the types of errors you see in students’ writing and hear in their speaking. Also, create sentences and paragraphs that are about (a) your students, (b) your students’ their lives or experiences, or (c) books, subjects, themes, or topics you may be studying. 2. Sentence Combining Sentence combining is a method of teaching grammar intuitively. In sentence combing, students are given two or more sentences. These sentences make come from a book they’re reading, a unit their studying, current events, or their lives. They must then combine the sentences while keeping the same ideas. The goal is not to make a longer sentence, rather, to develop more effective sentences. The resulting sentence must be a complete sentence and use as few words as possible. This is a naturalistic approach to grammar as students naturally look for nouns, verbs, propositions, and connecting words to construct new sentences. Sentence combing invites students to experiment with word choice and order. They begin to realize that there’re many ways to build sentence. This provides a more authentic context in which to talk about nouns, verbs, capital letters, and periods. These are the steps: 1. Write two sentences on the board (or three for more advanced students). The sentences don’t have to be related to each other; however, it is helpful if they are related to students’ lives, experiences, or something they may be studying in another class.  2. Ask students to combine two sentences into one. They can write their sentence ideas down in a journal or on thinking paper (scratch paper). You can experiment by having students do this orally. They could also do this in pairs or small groups. This enables them to talk and hear the thinking of others. Students should share their ideas with the group or class in some way. 3. Share your own combined sentence or write one student’s on the board. Analyze sentences only after students have created them. Identify and discuss the various types of words used and why. Have a list of possible connecting words someplace on the board or word wall (and, or, unless, because, also, etc.). You might identify the thing words (nouns), action words (verbs), and describing words (adjectives). This is a quick and simple way to review the elements that are needed for a complete sentence. Important note: Always reinforce the notion that a sentence is a complete idea. It needs to make sense by itself. Encourage students to read their sentences out loud to see if they make sense. This can be done quickly by having students turn to a neighbor to share their sentence. 3. Sentence Elaboration In sentence elaboration, students are given a sentence with the direction to make it better or more interesting. This allows students to see the basic structure of a sentence while using propositions, adjectives, verbs, and other types of words and sentence parts to make it more interesting. Creativity and humor should be encouraged. For example, you might ask students to make the sentence more mysterious, funny, efficient, fancy, exciting, boring, scary, loud, bizarre, silly, funny, pig-like, old, new, happy, sad, expensive, etc. Again, this is more effective if the original sentence has some connection to what students are reading or studying or their lives and experiences. 4. Grammar as Inquiry Inquiry is when students ask a question and then use data to answer the question. In this case, the question is: How many nouns are in this text? What type of nouns is found in this story? Look for different types of nouns, adjectives, or verbs. Examples might include floating nouns, nouns that sink, big nouns, little nouns, nouns that bounce, healthy nouns, etc. 5. Word Sort Ask students to identify a specific number of a certain type of words. For example, list 30 verbs found in this story. Then, have students examine the group and arrange the verbs (or some other type of word) into groups or categories. A table or bar graph can be used to record the results. This would enable you to compare the types of verbs found in different story. (Make sure you use the same number of verbs from each story.) 6. Grammar Treasure Hunt Ask students to go on a grammar treasure hunt to find various grammatical elements. Using a book or textbook in which they are familiar, students use a graphic organizer to collect and organize data. Tally marks are then used to keep track of how many words put in each category.  7. Peer Editing Peer editing can also be used for developing grammar skills. Here you would identify three to five specific grammatical elements upon which to focus. You can use a checklist to create an evaluation. For example: 8. Wide Reading This isn’t a specific strategy, but voluntary self-selected, enjoyable reading is the cure for almost everything. Wide reading provides students with a very implicit sense of the structure of the language. Sources: https://mypedagogyofenglish1975.blogspot.com/2020/06/chapter06-teaching-of-grammar.html\ https://writingprompts.com/methods-of-teaching-grammar/ https://elttguide.com/9-techniques-for-presenting-grammar/