SEE2209 Key Terms and Concepts in Managing Grammar Teaching

lOMoARcPSD|38512052 SEE2209 Key Terms and Concepts in Managing and Implementing Standard-Based Grammar Teaching Teaching and Assessment of Grammar (University of Perpetual Help System Jonelta) Scan to open on Studocu Studocu...

lOMoARcPSD|38512052 SEE2209 Key Terms and Concepts in Managing and Implementing Standard-Based Grammar Teaching Teaching and Assessment of Grammar (University of Perpetual Help System Jonelta) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by LYNDEE MAE LINDONGAN ([email protected])  lOMoARcPSD|38512052 TEACHING AND ASSESSMENT OF GRAMMAR Key Terms and Concepts in Managing and Implementing Standards-based Grammar Teaching Learning Objectives: At the end of this module, the students will be able to: Discuss the grammar rules and concepts in context; Identify the error correction and feedback in a certain context; Share the implication of one’s knowledge of key concepts. Definition of Grammar the whole system and structure of a language or of languages in general is the study of words The study of sentence structure. Rules and examples show how the language should be used Grammaring Larsen-Freeman says “grammaring” can be seen as a “fifth skill.” “the ability to use grammar structures accurately, meaningfully, and appropriately.” The practical activities that are used in “grammaring” fall into three categories as specified by Freeman’s definition of the term. A. Focus on form:  A distinction is often made between language use and language form. In other words, there has been a continuous debate over whether to teach students the language or teach them about the language. B. Focus on meaning:  Linking form with meaning can be carried out by the use of different activities. In fact, meaning should call for some sort of associative learning (cf. Ellis 1998). This activity gives students the opportunity to associate the form with the meaning of a particular target structure.  Meaning can also be made clear by using realia and pictures. Downloaded by LYNDEE MAE LINDONGAN ([email protected])  lOMoARcPSD|38512052 TEACHING AND ASSESSMENT OF GRAMMAR C. Focus on use: The right form with the right meaning should be selected for the right context to ensure successful communication. A practical way of going about sensitizing students to the effect of context on language is through making use of role playing. The latter can be described, according to Larsen-Freeman (2001). Error correction vs. Feedback Error correction performed by the teacher followed by a feedback is a usual part of most traditional and even non-traditional school approaches. However, if we think about it, our ultimate goal is to teach the students how to become independent learners and be able to check their own work. Lack of awareness about the necessity of doing this has become one of my teaching challenges. When responding to errors teachers should be seen as providing feedback, helping students to reshape their knowledge rather than telling students off because they are wrong. The main aspects of the approach: 1. Define what a “mistake” is. A mistake is a misuse of the rule/s that has ALREADY BEEN STUDIED AND EXERCISED. A mistake is NOT a wrong use of rule/s or vocabulary that have not yet been studied in class. 2. Make sure the assignment contains only the material that has been thoroughly studied and exercised in class. 3. Change the assignments’ instructions to include self-check as its integral part. 4. Provide a checklist of the typical mistakes. (Especially important for beginners). 5. Provide any visual materials that can improve mistakes correction, such as charts, tables, pictures, lists 6. Encourage using colorful markers and special editing signs. 7. Refuse to grade papers that have not been self-checked. 8. Structure reference materials, such as grammar rules, vocabulary, etc. in a way that students can easily access the necessary “help” page. I suggest that each student has a folder separated into sections, such as “Grammar”, “Reading”, “Writing”, etc. We file each page into a corresponding section and create a table of contents of each section. 9. Do not highlight mistakes in the material the student has not yet studied as mistakes, but rather as suggestions. 10. Always discuss corrections. Encourage reasoning rather than saying which answer is “right” or “wrong”. Downloaded by LYNDEE MAE LINDONGAN ([email protected])  lOMoARcPSD|38512052 TEACHING AND ASSESSMENT OF GRAMMAR 11. In your final error check highlight mistakes, provide suggestions and create a list of repeating mistakes. Give the students more exercises to practice specific points that they have probably misunderstood. If grading is necessary, suggest some extra points for completing the correction assignment. Spoken vs. Written Grammar Grammatical Assessment Pedagogical Issues What do we know? Teachers' role needs to change Some activities are more successful than others e.g. Sketchy Teachers can be reluctant due to previous technological problems Culture has led teachers to be reluctant to innovate Teachers listen to other teachers Teachers involved in large scale projects share best practice Downloaded by LYNDEE MAE LINDONGAN ([email protected])  lOMoARcPSD|38512052 TEACHING AND ASSESSMENT OF GRAMMAR Activities involving m-learning engage learners/learning Pedagogical Issues What more do we need to know? How to help teachers plan for learning Why do some activities succeed more than others? What characteristics do they share? How to assess and record learning journeys Which theories of learning apply How to future proof Pedagogical Issues What do we need to do/can do about it? A convincing research project which identifies benefits of and issue with new ways of learning Provide opportunities for teachers to communicate, collaborate and reflect Listen to the students Move away from such a narrow definition of academic success Embed m-learning within university teaching Professional development for teachers and lecturers Assessing Grammar & Vocabulary In term of assessment, grammar is central to language description and test taker performance. Today, the knowledge of grammar is evaluated by its correct use in communication through listening, speaking, reading, and writing in second language. Communicative competence has four components: 1.Grammatical words and rules 2. Sociolinguistic appropriateness 3. Discourse Downloaded by LYNDEE MAE LINDONGAN ([email protected])  lOMoARcPSD|38512052 TEACHING AND ASSESSMENT OF GRAMMAR cohesion and coherence 4. Strategic competence appropriate use of communicative strategies DESIGNING ASSESSMENT TASKS 1. SELECTED RESPONSE Multiple-choice tasks Discrimination tasks Underline or Circle 2. LIMITED PRODUCTION Gap-filling tasks Short answer tasks Dialogue-completion tasks 3. EXTENDED PRODUCTION Five-point scale for assessing syntactic knowledge (Bachman & Palmer, 1996) Information Gap Tasks Role-play or Simulation Tasks ASSESSING VOCABULARY The Nature of Vocabulary We can identify words as tokens and types. Tokens = are all the words in the paragraph. Types = do not count words that are repeated, only words that are different forms. The difference between function words and content words. Function words – prepositions, articles, conjunctions, and other “little” words- are seen as belonging more to the grammar of the language than vocabulary Content words – nouns, verbs, adjectives, and adverbs. Some vocabulary tests have might focus larger on lexical items such as phrasal verbs, compound words, or idioms, which have meaning only as a whole unit. Four types of lexical phrases: 1. Poly words are short fixed phrases that are perform a variety of functions such as qualifying, marking fluency, disagreement, etc. Downloaded by LYNDEE MAE LINDONGAN ([email protected])  lOMoARcPSD|38512052 TEACHING AND ASSESSMENT OF GRAMMAR 2. Institutionalized expression are longer utterance that are fixed in form such as proverb and formulas for social interaction. 3. Phrasal constraints are medium-length phrases that have basic structure with one or two slots that can be filled by various words or phrases. 4. Sentence builders are phrases that provide the framework for a complete sentence with one or two slots where whole ideas can be expressed. Downloaded by LYNDEE MAE LINDONGAN ([email protected])