Rules of Teaching Grammar PDF

CHAPTE R IV RULES OF TEACHING GRAMMAR MEMBERS: Butata, Irylle Bato, Danielle Binwag, Ebenezer Bo, Esbie Ana Mae Budah, Marjorie Cabauatan, Jan Owel Camat, Mikyla Trisha Cablinan, Trisha Joy Dallag, Krizha Daganos,el...

CHAPTE R IV RULES OF TEACHING GRAMMAR MEMBERS: Butata, Irylle Bato, Danielle Binwag, Ebenezer Bo, Esbie Ana Mae Budah, Marjorie Cabauatan, Jan Owel Camat, Mikyla Trisha Cablinan, Trisha Joy Dallag, Krizha Daganos,elisa Rule of context  WHY? Language knowledge does not necessarily guarantee language skills. Context provides a venue not just to learn grammar rules but for meaning-making Even individuals is creative and has rich experience, thus should be given opportunity to utilize these through real-world situations in which context is a major consideration.  WHAT?  Grammar teaching should consider the three, form, meaning, and use.  Grammar instruction should integrate aspects of both language and literature and not as a distinct “field” of English.  Teach grammar in context. If you must take an item out of context to focus on it, it contextualizes it as possible. Always associate grammar form with the meaning of the speaker or author. (Thombury, 2004)  HOW?  Give real-world scenarios and examples where grammar is used.  Encourage interaction rather than spending more time answering written exercises and worksheets.  Use scaffolding strategies  Use literary pieces  Rule of Use Teach grammar in order to facilitate the learners’ comprehension and production of real language, rather than as an end in itself.Always provide opportunities for learners to put the grammar to some communicative use. -Thombury (2004)  WHY?  The primary goal of teaching English is to help Filipino students acquire the necessary skills for listening, speaking, reading and writing, which enable them use the language for effective communication.  Language knowledge is not equal to language production.  Students should be able to see the relationship of grammar points to how the target language is actually used.  WHAT?  Students understand the concepts (grammar rules) better if they are able to use and apply it in real communicative tasks.  Learning English is more than just learning vocabulary and grammar rules, students need to actually use the language and listen to how others use it as well.  Grammar teaching should incorporate spoken interaction or communicative production tasks.  To teach grammar effectively, teacher should enable students to control grammar to express increasingly complex ideas.  HOW?  Provide for authentic samples of language use anchoring on students’ context.  Encourage students to identify usage patterns on how the target language actually used.  Used varied activities like letting students listen to audio samples of native and non-native speakers of the language.  Provide opportunities for students to share insights and ideas in class and give helpful feedback to improve language use. Rule of Economy  WHY?  Language is primarily a skill, thus, should be practiced and used. WHAT?  economise on presentation time in order to provide maximum practice in time. With grammar, a little can go along the way.  HOW?  Plan your grammar lessons well.  Be clear with your goal.  A lesson guide/plan is helpful when creating relevant activities for the topic that are "enough" for your class time.  Provide instructional scaffolding to enhance learning and aid in the mastery of tasks. Rule of Relevance WHAT?  Teach only the grammar that students have problems with  Don't assume that the grammar of English is a wholly different system from the learner's  The Glossary of Education Reform (2013) points out 2 kinds of relevance. "Personal Relevance & Life Relevance.  WHY?  Meaningful activities that both engage students emotionally and connect with what they already know are what helps build neutral connections and long term memory storage- Briggs (2014?) -  Students may become disinterested in the things they already know. Thus, teachers should start where they are.  HOW?  provide examples that are grounded on how concepts learned are used in the real world.  let students experience authentic use of the language  provide opportunities for multi-layered projects like those that innovative research community involvement, and language immersion. Rule of Nurture  WHY?  A nurturing environment is a learning -rich environment. WHAT?  According to thombury (2004), Teaching doesn't necessarily cause learning- not in any direct way Instead of teaching grammar, therefore, try to provide the right conditions for grammar learning  HOW?  Get to know your students and allow them to know you as well.  Create a sense of order through clear behavioral and academic expectations.  Utilize communal games and activities, relevant instructional materials, and engaging classroom discussions.  Provide constructive feedback and allow students to learn from their mistakes.  Don't judge.  Celebrate success and class achievements.  Choose appropriate teaching methods to cultivate students' motivation and creativity.  Teachers may use the teaching method named Suggestopedia/ Desuggestopedia by Georgi Lozanov on imploring different relaxing elements like music, drama and art in creating a more comfortable learning environment. This is also supported by Krashen's Affective Filter in eliminating the "filters" or "barriers that may hinder language learning. Rule of Appropriacy According to Thornbury, teachers should be able to apply these rules of teaching grammar according to the aforementioned differences. Whether you put premium to a grammar-driven classroom or may not teach grammar at all, it is your responsibility to identify what is best for your students.  WHY?  People are more different than they are alike. Teachers have to respond to the diversity of learners.  Given equal opportunity to learn and achieve their goals. Teachers need to evaluate what students really need and design classroom activities suited to their needs.  The teaching-learning process should be student-centered.  WHAT?  Teachers should design classroom activities not just according to efficiency, but also appropriacy.  Grammar practice and communicative tasks should suit to the "context" of each learner.  Teachers should consider the individual differences of students. and use this to plan an effective and productive teaching-learning process.  HOW?  Teachers may conduct needs assessment analysis or diagnostic tests to gain necessary data on students' proficiency level and needs. Talk to your students and let them share their language learning challenges and how they want to be supported.  Determine your students' learning styles, previous learning experiences and present expectations.  Take into consideration all other rules of teaching grammar. REFERENCE:  https://ww2.vobs.at/ludescher/grammar/ some_rules_for_teaching_grammar.html Graphic organizer htt://www.enchantedlearning.com/graphic organizers/ND  https://www.slideshare.net/slideshow/chapter3rulesofgrammatpptx/ 256912207  https://www2.vobs.at/ludescher/grammar/some rules for teaching grammar.html  Alda, R., et.al. (2021). The Teaching and Assessment of Grammar. Lorimar Publishing Inc. THE END! THANK YOU FOR LISTENING