UNIT I_TEACHING AND ASSESSMENT OF GRAMMAR.pdf

Unit I - Key Terms and Concepts in Managing and Implementing Standards-Based Grammar Teaching Winicel May C. Ancheta [email protected] COLLEGE OF TEACHER EDUCATION Secondary Education Department Two Truths and One Lie Identify which statement is false among the three provided for e...

Unit I - Key Terms and Concepts in Managing and Implementing Standards-Based Grammar Teaching Winicel May C. Ancheta [email protected] COLLEGE OF TEACHER EDUCATION Secondary Education Department Two Truths and One Lie Identify which statement is false among the three provided for each term related to teaching and assessment of grammar. 4 A. Grammaring 1. Grammaring refers to the active process of using grammar in communication. 2. Grammaring is only concerned with written language. 3. It emphasizes understanding how grammar functions in context. 4 B. Grammaticalizing 1. Grammaticalizing involves the evolution of expressions into grammatical forms. 2. It is a process that occurs solely in spoken language. 3. It can lead to the creation of new grammatical structures over time. 4 C. Error Correction vs. Feedback 1. Error correction focuses on identifying and correcting mistakes. 2. Feedback is intended to provide guidance for improvement and understanding. 3. Error correction is preferred over feedback in the 4 classroom. D. Spoken vs. Written Grammar 1. Spoken grammar is generally more informal than written grammar. 2. Written grammar has stricter rules compared to spoken grammar. 3. Spoken grammar does not include any grammatical 4 structures. E. Grammatical Assessment 1. Grammatical assessment evaluates a learner's understanding of grammatical rules. 2. It can be conducted through written tests and spoken evaluations. 3. Grammatical assessment only measures vocabulary 4 knowledge. F. Pedagogical Issues 1. Pedagogical issues can include classroom management and teaching strategies. 2. They are irrelevant to the learning process. 3. These issues often affect how effectively teachers can deliver content. 4 Self-Assessment Survey: Understanding Key Concepts in Grammar and Pedagogy Instructions: Please rate your understanding of each concept below using the following scale: 5 - Very confident 4 4 - Confident 3 - Somewhat confident 2 - Slightly confident 1 - Not at all confident Do we teach grammar? 4 Why are we interested in grammar? 4 Grammar and Grammaring 4 Grammar Grammar is what one knows about syntax, semantics, and pragmatics, while language skills are what we do with language including speaking, listening, writing, and reading. Grammar is the set of rules a language follows to convey 4 meaning. Grammar Grammar is a broad term that encompasses more specific areas of study including: 1. Morphology: how words are formed and how adding or removing word parts can change the tense or part of speech. For example, “nation” is a noun. Adding “al” to the end of the word changes this part of speech to an adjective. 4 2. Phonology: how the parts of language sound. 3. Semantics: what words or symbols mean. 4. Syntax: how words are put together to create phrases, clauses, or sentences. Grammar What’s the difference between syntax and grammar? Syntax refers specifically to the arrangement of words and phrases to create well-formed sentences in a language. It involves the rules that govern sentence structure, including how different parts of speech (nouns, verbs, adjectives, etc.) combine to convey meaning. It focuses on sentence4 structure, including word order (e.g., subject-verb-object) and sentence types (declarative, interrogative, imperative, etc.). The cat sat on the mat. Sat the cat on mat the. Grammar What’s the difference between syntax and grammar? Grammar is a broader term that encompasses all aspects of a language's structure, including syntax, morphology (the structure of words), phonology (the sound system), and semantics (meaning). Grammar includes the rules for how words are formed and how they function together4 within sentences. It covers syntax as well as other rules related to verb tenses, agreement (subject- verb agreement), punctuation, and more. The cat sits on the mat. The cat sit on the mat. Grammar What’s the difference between prescriptive grammar and descriptive grammar? Prescriptive grammar represents how the rules of a language should be used. Descriptive grammar describes how the rules of language are applied (or not) by speakers. It doesn’t 4judge those non-standard practices; it simply describes them. To whom are you speaking? Who are you speaking to? I don’t have any money. I don’t have no money. Grammar When we say that someone “knows a language,” we mean that this person has acquired the ability to produce grammatically acceptable sentences in the target language, together with an ability to use these forms correctly as the occasion demands. Cummins (1979) found that basic interpersonal language skills may be acquired fairly rapidly, whereas literacy-related language proficiency, involving a wider and 4 more sophisticated manipulation of language structures, takes a longer time to develop. Criteria in Development of Communicative Grammar Tasks” by Dickins and Woods (1988) Grammar In many commercially available language teaching materials, grammar is often not prioritized as a central organizing principle. Instead, the focus may shift toward notional (meanings or concepts that language conveys, such as time, quantity, and location), functional (purposes for which language is used, such as requesting, apologizing, or giving advice), and communicative categories (ability to communicate 4 effectively in real-life situations rather than strictly adhering to grammatical rules). Criteria in Development of Communicative Grammar Tasks” by Dickins and Woods (1988) Grammar Thus, by subordinating grammar to these categories, materials might sometimes neglect the explicit teaching of grammatical rules, leading learners to acquire language through context and usage rather than through direct instruction. This approach can foster practical communication skills but may leave gaps in grammatical understanding. 4 Criteria in Development of Communicative Grammar Tasks” by Dickins and Woods (1988) Grammar There is often an assumption in language teaching that learners possess a “basic level of grammatical competence” before engaging with more advanced materials. This means that instructors and materials may not focus on fundamental grammar rules. Hence, learning materials may concentrate on developing communication skills relevant to specific purposes, such as business communication, travel,4 or academic writing. The focus shifts to practical applications of language rather than the foundational grammar that supports those applications. Criteria in Development of Communicative Grammar Tasks” by Dickins and Woods (1988) Grammar There is a generally held view that pupils and students, at school or following tertiary-level studies, may be disadvantaged if they have limited proficiency in the target language. Numerous studies have investigated the relationship between language achievement and scholastic/academic performance. Although the results are not conclusive, studies suggest that students with language weaknesses are more likely to underachieve 4 in their studies than those students considered proficient. Criteria in Development of Communicative Grammar Tasks” by Dickins and Woods (1988) Grammaring Larsen-Freeman (2001) gave a convincing argument on how grammar should be treated. She shared that grammar should be seen as a skill rather than purely competence. She postulated grammaring to be the fifth skill (together with listening, speaking, reading, and writing) and referred to it as the ability to accurately, meaningfully, and appropriately use grammar structures. The practical activities that are 4used in “grammaring” fall into three categories as specified by Freeman’s definition of the term. Given that language should be used accurately, meaningfully, and appropriately, emphasis is laid upon form, meaning, and use. ) Grammaring Incorporating grammaring as the fifth language skill enriches language learning by emphasizing the importance of grammar in effective communication. By focusing on the application of grammatical knowledge, learners can develop greater proficiency, leading to clearer and more impactful interactions in both spoken and written forms. 4 Grammaring Grammaring is inherently interconnected with the other four language skills: Listening: Understanding spoken language requires the ability to process grammatical structures, which aids in comprehension. Speaking: Applying grammatical rules in real-time conversations enhances fluency and accuracy. Reading: Recognizing grammatical 4 patterns in written texts supports comprehension and analysis. Writing: The effective use of grammar is crucial in crafting clear, structured, and compelling written pieces.  Form: Language games, FORM: Cuisenaire rods, sentence EA N IN G: How it is completion tasks, and M es it What d o ? formed? sentence unscrambling e an m exercises Meaning: Real-world objects or pictures, Mimicking the USE: appropriate action en and w hy Wh it is used? Use: Role plays 8 Larsen-Freeman, D. (2003 & 2013) Task: Focus Detection What category of grammaring is demonstrated when the teacher assigns a role-play activity where students must negotiate a business deal using modal verbs to express possibility and obligation? What category of grammaring is applied when students analyze a poem to discuss the emotional4impact of different verb tenses used by the author? What category of grammaring is shown when the teacher conducts a lesson on conditional sentences by having students discuss hypothetical scenarios about their future plans? Task: Focus Detection What category of grammaring is manifested when the teacher asks students to create their own sentences using a specific grammatical structure, such as the passive voice, to demonstrate their understanding? What category of grammaring is demonstrated when the teacher provides a list of common collocations 4 and asks students to use them in context during a conversation practice? What category of grammaring is shown when the teacher conducts an activity where students describe their daily routines using the present simple tense? Task: Focus Detection What category of grammaring is manifested when the teacher asks students to create their own sentences using a specific grammatical structure, such as the passive voice, to demonstrate their understanding? What category of grammaring is demonstrated when the teacher provides a list of common collocations 4 and asks students to use them in context during a conversation practice? What category of grammaring is demonstrated when students work in groups to create a dialogue that includes specific vocabulary words related to travel? Why should we teach grammar? 4 The Sentence-Machine Argument It asserts that grammar is a sentence-producing machine. This means that innumerable sentences can be generated using the limited rules. The number of possible novel sentences is constrained only by the learners’ command over vocabulary items and his/her creativity. It follows that the teaching of grammar offers the learner the means for potentially limitless linguistic creativity. 4 Example: A learner equipped with grammar knowledge can transform a simple idea like "I like dogs" into various expressions such as "I have always liked dogs," or "Do you think I would like dogs?" - Thornbury (1999) The Fine-Tuning Argument The teaching of grammar makes the learners aware of ambiguous and incorrect sentences. It also provides learners with corrective measures. By highlighting the nuances of language, grammar teaches students how to convey their ideas clearly and accurately. This awareness is vital for effective communication and aids in preventing misunderstandings in both spoken and written language. 4 Example: A learner might say, "She is interesting in art," which is incorrect. Through grammar instruction, they would learn to correct it to, "She is interested in art," thus improving clarity and precision in the learner‘s communication. - Thornbury (1999) The Fossilization Argument The argument asserts that language learning is not possible without mastery of grammar. In other words, the rate of language learning fossilizes if learners receive no instruction. Simply speaking, linguistic competence stops to foster if grammar instruction is totally rejected. 4 - Thornbury (1999) The Advance-Organizer Argument Formal instruction of grammar not only has a present effect but also a delayed effect. Internalization of the rules of grammar in the initial stage works as a prerequisite for later acquisition of language. Schmidt (1990) from his own experience of learning Portuguese in Brazil concluded that noticing is a prerequisite for acquisition. Example: A student learns about the past tense in class and later encounters sentences like, "I 4visited the museum yesterday." Hence, when students initially learn about verb tenses, they are more likely to notice and understand those tenses in real-life contexts, facilitating their ability to use them correctly in conversation and writing later. - Thornbury (1999) The Discrete Item Argument Any language, if viewed peripherally seems gigantic which may create confusion for the learners. Breaking language down into smaller, manageable units helps reduce the complexity of language learning. By focusing on discrete items, students can gradually build their understanding and skills without feeling overwhelmed by the entirety of the language. Example: Focusing on one discrete 4 item: "Definite article" (e.g., "the") allows students to grasp its specific usage before tackling more complex grammatical concepts. This step-by-step approach fosters confidence and mastery. - Thornbury (1999) The Rule-Of-Law Argument In a structured classroom environment, grammar provides a clear set of rules that guide teaching and learning. This systematic approach is particularly beneficial in settings where maintaining order and discipline is essential. It allows teachers to implement consistent assessment methods and track student progress effectively. Example: Teaching a rule such 4 as "Use 'have' for perfect tenses" establishes a framework for students to understand more complex grammatical forms, creating a foundation for future learning. - Thornbury (1999) The Learner Expectations Argument Students often come to language classes with preconceived notions about what they will learn, often shaped by prior educational experiences. Meeting these expectations through grammar instruction can enhance student motivation and engagement. When students feel that their needs are being addressed, they are more likely to participate actively in the learning process. Example: A student who has4 struggled to learn a language informally may seek out a class specifically for structured grammar instruction. If the teacher incorporates grammar lessons alongside communicative activities, students are more likely to feel satisfied and engaged. - Thornbury (1999) Grammaticalizing/ Grammaticalization 4 B. Grammaticalizing/Grammaticalization The term grammaticalization was introduced by Antoine Meillet in his 1912 work titled "L'évolution des formes grammaticales" (The Evolution of Grammatical Forms). Grammaticalization is the process through which words that originally represent concrete objects or actions (like nouns and verbs) evolve into grammatical markers (such as affixes or prepositions). 4 In its broadest sense, grammaticalization refers to the creation of grammatical structures in language. According to Croft (2006), it can be understood both as a linguistic process and as a study of how this process unfolds over time. B. Grammaticalizing/Grammaticalization The core idea of grammaticalization involves a shift in the function of words: 1. Content Words to Function Words: Initially, content words (nouns and verbs representing tangible objects and actions) undergo a transformation to become function words (grammatical markers). 4 Example: The English word "going" in the phrase "I am going to the store" originally referred to a physical action but has evolved to serve as a marker indicating the future tense when combined with another verb (e.g., "I am going to eat"). B. Grammaticalizing/Grammaticalization 2. Reduction, also referred to as phonetic erosion or phonological reduction, occurs when an expression loses phonetic substance as it evolves through grammaticalization. This means that the original form of a word or phrase becomes shorter and less distinct phonologically. Examples: Going to → Gonna: 4 The phrase "going to," which acts as a future marker when used as an auxiliary verb, is often contracted in informal speech to "gonna." Example in Context: Original: "I will see you later" becomes "I am gonna see you later." B. Grammaticalizing/Grammaticalization Examples: Because → Coz: The word "because" is often reduced in casual conversation to "coz," demonstrating how expressions can lose syllables and phonetic detail. Example in Context: 4 Original: "I left early because I was tired" may become "I left early coz I was tired." B. Grammaticalizing/Grammaticalization Examples: That (Demonstrative) → That (Complementizer): The word "that" serves different grammatical functions. As a demonstrative, it refers to a specific noun, whereas as a complementizer, it introduces a subordinate clause. Examples in Context: 4 Demonstrative: "I saw that." (referring to a specific object) Complementizer: "I saw [that he went there]." (introducing a clause) B. Grammaticalizing/Grammaticalization Examples: Will → Will'll: The phrase "I will" can contract to "I’ll," and in rapid speech, it can be further reduced to "will'll," especially in informal contexts. Example in Context: 4 Original: "My friends will be there this evening." may be spoken as "My friends'll be there this evening." B. Grammaticalizing/Grammaticalization As grammaticalization occurs, the words that undergo reduction often become more dependent on other elements in the sentence. This means that the reduced forms are less likely to stand alone and more likely to function in conjunction with other elements to convey meaning. 4 Error Correction vs. Feedback 4 Errors Khansir (2010) explained that foreign language learners may sometimes notice and fix their mistakes, but other times they might not even realize they’ve made them. It's important to understand the difference between mistakes and errors. An error happens when a learner lacks knowledge about the language. Corder (1967), Duskova (1969), and Richards (1971) highlighted two types of errors: Performance-level errors are mistakes that happen during speaking or writing. These errors are 4 often random and can usually be corrected by the learners themselves. Competence-level errors show deeper issues in a learner's understanding of the language. These errors are systematic and indicate gaps in the learner's knowledge, representing their transitional competence as they learn. Errors Corder (1973) made further distinctions among “lapses,” “mistakes,” and “errors.” He divided errors into two main categories: Performance Category: This includes lapses and mistakes. Lapses are minor issues like slips of the tongue, starting to say something and then changing it, or getting confused about sentence structure. Slip of the Tongue: 1. Intended: "I need to buy some milk." 2. Said: "I need to buy some silk." 4 False Start: 1. "I think I will go to the… no, I mean I will stay home today." Structural Confusion: 1. Intended: "She is taller than me." 2. Said: "She is more taller than me." Errors Performance Category: Mistakes are similar but are typically correctable by the speaker and may occur due to temporary distractions. Incorrect Verb Form: 1. Intended: "He has gone to the store." 2. Said: "He go to the store." 4 Word Order Mistake: 1. Intended: "I will eat dinner at 6." 2. Said: "I will at 6 eat dinner." Error Competence Category: This includes errors which are more serious. These break grammatical rules, leading to sentences that are “ungrammatical” or “unacceptable.” They indicate that the learner hasn’t fully learned or internalized the grammar of the second language. Grammatical Rule Violation: 1. Intended: "The children play in the park." 2. Said: "The children plays in the park." Incorrect Use of Tenses: 1. Intended: "I have seen that movie." 4 2. Said: "I seen that movie." Subject-Verb Agreement Error: 1. Intended: "He runs every day." 2. Said: "He run every day." Error Correction Error correction involves identifying and correcting specific grammatical mistakes made by students. This process is often direct and focuses on the accuracy of language use. It seeks to help students recognize and understand their errors and to reinforce correct grammar usage and prevent the same mistakes from recurring. Approaches: 4 Explicit Correction: Teachers provide the correct form immediately after the error is made. Implicit Correction: Teachers indicate that an error has been made without providing the correct answer, encouraging students to self-correct. Related Terms in Error Correction 4 Repair This refers to how errors or misunderstandings are corrected during conversation. This can focus on either the meaning or the form of the language and can happen at different levels, such as sounds, words, or sentences. Types of Repair: Self-Repair: When a speaker corrects their own mistake. Example: "I goed to the store." → "I went to the store." Other Repair: When someone else corrects the speaker's mistake. Example: "I seen that movie." → "Actually, it's 'I saw that movie.'" Reconstruction This involves correcting errors and mistakes to create sentences that are grammatically correct or sentences free from gross malformations. However, these sentences may not sound natural or like what a native speaker would say. Example: Original: "She go to the market yesterday." Reconstruction: "She went to the market yesterday." (This is correct but may not reflect natural speech patterns.) Reformation This provides a model of how language should be used correctly. It shows the learner a better way to express their ideas, especially useful in writing but also applicable in speaking. Example: Original: "I very like to play soccer." Reformulation: "I really like to play soccer." (This shows a more natural way to express the idea.) Feedback Feedback encompasses a broader range of responses to student performance, focusing not only on errors but also on strengths and areas for improvement. It can be either formative or summative. It aims to provide students with insights into their overall language use, including grammar, vocabulary, and fluency. It also motivates and guides learners by highlighting their progress and areas that need further development. Approaches: 4 Positive Feedback: Acknowledging correct usage and strengths, which helps build confidence. Constructive Feedback: Offering suggestions for improvement without solely focusing on mistakes, fostering a growth mindset. Peer Feedback: Encouraging students to provide feedback to each other, promoting collaborative learning and critical thinking. Feedback Positive feedback confirms a student's response correctness. Negative feedback (Error Correction) corrects the faulty language behavior of students. Examples: Positive Feedback 1. Confirmation: “I like how you pronounce X. Can you try it once more so that it sounds more like it is pronounced in [target language]?” 2. Praise: “amazing”, “bravo”, “excellent” 3. Teacher’s request to repeat: The teacher applauds students in front of the class. Negative Feedback 1. Indirect/Implicit Strategies Recasts: Student: Yesterday I go shopping. / Teacher: Oh yesterday I also went shopping. Clarification requests: " Excuse me?" Feedback Examples: 2. Direct/Explicit Strategies: Guided Feedback: Elicitation techniques 1. Metalinguistic feedback. The teacher asks a question and/or provides a comment or information related to the utterance of the student without giving the correct form. (For example, "Is it masculine?" "Is that how you say in English?" and "Do you say it that way?" 2. Teachers request to repeat (with corrective intent). Spoken vs. Written Grammar 4 A: What a wonderful view! B: Fantastic! (pointing) That white building, is it the Museum of Contemporary Art? A: I think so. C: I thought it was great, that film. D: Really? Too violent for me, I’m afraid. E: Those new jobs you’re applying for, are they part-time or full-time? F: Full-time, but they’re only short contracts. Spoken Grammar the grammar of everyday interaction informal and natural (Informal language is a style of speech where choice of words and grammar tend to be familiar rather than formal. It is used when you know, or want to get to know, the person you are speaking to. Informal speech is a speech between friends, families, peers and even strangers. It is commonly heard in everyday life.) may include slang words such as lit, shook, squad typically use contractions to save time flexible in its word order more dynamic and immediate more communicative as it presents ideas at lower level engagement Characteristics of Spoken Grammar Ellipsis is the omission of elements that are usually part of a grammatical structure. occurs in both spoken and written English but is more prevalent in casual conversation. Examples: In the question, “Do you have any questions?” the complete structure is used (no ellipsis). However, in a conversational context, one might simply say, “Any questions?” (ellipsis), omitting the subject and auxiliary verb for brevity and immediacy. Similarly, instead of saying, “It sounds good,” “It is absolutely right,” and “It is wonderful” (no ellipsis), speakers may shorten these expressions to “Sounds good,” “Absolutely right,” and “Wonderful” (ellipsis). This practice makes spoken communication more efficient and fluid. Characteristics of Spoken Grammar Dislocation: is a grammatical structure where a part of a sentence (a constituent) is placed outside the main clause boundaries, either to the left or the right helps to emphasize certain elements of the sentence Types: Left-Dislocation (Heads): This approach introduces a topic before providing further information about it. By placing the topic at the beginning, speakers can effectively orient listeners to what will be discussed. Example: In the sentence, “The show last night, it was really exciting,” the phrase “The show last night” serves as a left-dislocated head, setting up the context before the main clause. In contrast, “The T20 finals last night was really exciting” (no head) lacks this initial emphasis, making it less engaging in conversation. Characteristics of Spoken Grammar Tails (Right-Dislocation): are additional comments or clarifications that are appended to the end of a phrase provide extra information or context about the subject being discussed. Examples: “My colleague is a nice person, the one from New Zealand.” (with tail) “My colleague from New Zealand is really nice.” (no tail) Explanation: In the first example, the phrase “the one from New Zealand” serves as a tail that clarifies which colleague is being referred to, whereas the second example provides the same information without the tail, making it more straightforward but less conversationally engaging. Characteristics of Spoken Grammar Fillers: are words and sounds such as “er,” “well,” “hmmm,” and “um” that do not convey specific meanings. Instead, they serve to fill pauses in speech. Examples: “Well, I think we should consider all options.” “Um, I’m not sure what to say next.” Explanation: Fillers allow speakers time to think and organize their thoughts while maintaining the flow of conversation. They can also signal to listeners that the speaker is still engaged in the discussion. Characteristics of Spoken Grammar Backchannels: are brief responses or utterances like “uh-huh,” “oh,” “yeah,” and “I see” that indicate a listener's engagement and understanding during a conversation Examples: Speaker: “I had a really busy day at work.” Listener: “Uh-huh.” Speaker: “Then I went to the gym.” Listener: “Oh, I see.” Explanation: Backchannels serve important communicative functions, allowing listeners to acknowledge what the speaker is saying and encourage them to continue. They help maintain the flow of conversation and demonstrate active listening. Characteristics of Spoken Grammar Phrasal Chunks: are fixed expressions or phrases that function as ready-made units of language. They can be combined with other elements but are often used in their established form. Examples: “By the way,” “In my opinion,” “At the end of the day” Explanation: Phrasal chunks simplify communication by providing speakers with ready-to-use expressions that convey specific meanings or ideas. These chunks can help speakers articulate their thoughts more fluidly and naturally in conversation. Other examples include: sort of, kind of, stuff like that, you know, I mean, a bit, a little bit. To boost innovative Inabel patterns in the market, MMSU, through its Ilocandia Unli Weave Patterns startup, is conducting a 20-day exhibit at Laoag International Airport, running from August 26 to September 15. Ilocandia Unli Weave Patterns is a startup that generates novel weaving patterns. This technology aims to revitalize the loom weaving industry by attracting more customers with fresh and innovative designs. The startup team includes Dr. Lawrence Eclarin, Prof. Ciriaco Ragual, Engr. Lawrence John Tagata, Prof. Wilben Christie Pagtaconan, and Ms. Leonila Rico. Before the exhibit, a press conference was held on August 29, led by Vice President for Research, Development, and Innovation Nathaniel Alibuyog, Bannuar TBI Project Leader and Chief of MMSU TBI Prof. Armie Sabugo, and the Bannuar TBI staff members. They invited resource speakers, including Dr. Lawrence Eclarin, one of the tech generators; Mr. Bernard Guerrero, cultural researcher, and Bannuar consultant; and Ms. Angel Lao, Bannuar mentor and the Tourism Officer of Laoag City. Written Grammar more formal and inflexible. tends to be more complex and intricate than speech with longer sentences allows for more complex sentence structures and a wider range of vocabulary Key Differences between Spoken and Written Grammar Subordination refers to the grammatical relationship where one clause, known as the dependent clause, is reliant on another clause, called the independent clause 1. Adjectivals. With regard to adjectival relative pronouns, this type of subordination occurs more frequently in spoken than in written language. 2. Adverbials. The difference is not the same in every adverbial, but in general, adverbials in written language are much more frequent than in spoken language (Tannen, 1984). Key Differences between Spoken and Written Grammar Adjectival Relative Pronouns: (e.g., "who," "that," "which") introduce relative clauses that provide additional information about a noun. Spoken Language: More frequent and informal use. Example: "The dog that barks is mine." Written Language: Tends to be more formal and structured. Example: "The dog, which barks loudly, is mine." Key Differences between Spoken and Written Grammar Adverbials: modify verbs, adjectives, or other adverbs, providing context such as time, place, manner, or reason. Spoken Language: Simpler and more direct. Example: "I’ll call you later." Written Language: Often more complex and varied. Example: "I will call you later this evening to discuss the project." Task: Two Stories Group 1: 1. Discuss and select a movie that you have watched recently. 2. Be casual and natural, as if you were having a conversation with your friends. Talk about the plot, characters, and your overall thoughts on the movie. Group 2: 1. Listen to the conversations of Group 1 members. 2. Write down the plot of the movie based on what you heard. 3. Ensure you use formal language and structured sentences while writing. Grammatical Assessment 4 E. Grammatical Assessment There has been ongoing debate about whether grammar should be taught in the classroom. Many students view grammar instruction as a necessary burden at best. Numerous teachers hesitate to teach grammar due to their own limited proficiency, students' lack of motivation, and other factors (Borg, 2010). A teacher's attitude towards grammar instruction and, consequently, assessment is heavily influenced by their own grammatical accuracy and fluency, as well as their self-confidence (Borg, 2001). In such scenarios, the perspective on grammar testing is also generally negative. Baron (1982, p. 226) even states that an English teacher is often seen as “an unattractive grammar monger whose only pleasure in life is to point out the faults of others.” E. Grammatical Assessment There has been ongoing debate about whether grammar should be taught in the classroom. Many students view grammar instruction as a necessary burden at best. Numerous teachers hesitate to teach grammar due to their own limited proficiency, students' lack of motivation, and other factors (Borg, 2010). A teacher's attitude towards grammar instruction and, consequently, assessment is heavily influenced by their own grammatical accuracy and fluency, as well as their self-confidence (Borg, 2001). In such scenarios, the perspective on grammar testing is also generally negative. Baron (1982, p. 226) even states that an English teacher is often seen as “an unattractive grammar monger whose only pleasure in life is to point out the faults of others.” E. Grammatical Assessment Purposes of Grammatical Assessment: Evaluate Proficiency: Grammatical assessment helps identify a learner's level of proficiency in using grammar within both spoken and written contexts. Guide Instruction: The results provide valuable insights for educators, allowing them to tailor instruction to meet the specific needs of their students. Monitor Progress: Regular assessments help track learners' progress over time, ensuring that they are developing their grammatical skills effectively. E. Grammatical Assessment Types of Grammatical Assessment: Formative Assessment: Ongoing assessments are used during the learning process to monitor student understanding and provide feedback. Examples include quizzes, classroom activities, and informal observations. Summative Assessment: These are evaluations that occur at the end of an instructional period to assess overall learning. Examples include final exams, standardized tests, and major assignments. Diagnostic Assessment: These are re-assessments that identify students' existing knowledge and skills before instruction begins, helping educators to plan their curriculum effectively. E. Grammatical Assessment Assessment Formats: Decontextualized Tasks: These include discrete-point items such as sentence unscrambling, fill-in-the-blanks, and error correction. While they test specific grammatical knowledge, they may not reflect real- world usage. Contextualized Tasks: These involve using grammar in meaningful contexts, such as writing essays, participating in conversations, or analyzing texts. This approach assesses the practical application of grammatical rules. Performance-Based Assessments: These assessments evaluate students' abilities to use grammar in real-time interactions, such as through oral presentations, discussions, or collaborative projects. E. Grammatical Assessment Challenges in Grammatical Assessment: Subjectivity: Grading grammatical performance can be subjective, especially in open-ended formats, leading to potential inconsistencies in assessment. Rater Variability: Different raters may have varying standards for accuracy and complexity, making it essential to establish clear criteria and training for assessors. Balancing Accuracy and Fluency: Assessments need to measure both grammatical accuracy and fluency, ensuring that students can use grammar effectively in communication. E. Grammatical Assessment Trends in Grammatical Assessment: Communicative Approach: The shift towards communicative language teaching emphasizes the practical use of grammar in real-life situations, encouraging assessments that reflect this focus. Integrative Assessment: Modern assessments often combine different language skills (listening, speaking, reading, and writing) to provide a holistic view of a learner's grammatical competence. Pedagogical Issues 4 F. Pedagogical Issues Teacher Preparedness and Confidence: Skill Level: Many teachers may feel inadequately prepared to teach grammar due to their own limited understanding or experience with grammatical concepts. This can lead to a lack of confidence in delivering grammar instruction effectively. Attitude toward Grammar: Teachers' perceptions of grammar can influence their teaching methods. If they view grammar as tedious or unimportant, they may not prioritize it in their curriculum. F. Pedagogical Issues Student Motivation and Engagement: Perception of Grammar: Students often see grammar instruction as a necessary evil, leading to disengagement. This perception can affect their motivation to learn and apply grammatical rules. Relevance to Real Life: It is crucial to demonstrate the practical application of grammar in real-life contexts to engage students and show the value of mastering grammatical structures. F. Pedagogical Issues Assessment Practices: Testing Formats: Traditional assessment methods often focus on decontextualized items that do not reflect real-world language use. This can create a disconnect between what is tested and how grammar is actually used in communication. Balancing Accuracy and Fluency: Assessments need to measure both grammatical accuracy and the ability to use grammar fluently in context. Striking this balance can be challenging for educators. F. Pedagogical Issues Curriculum Design: Integration of Grammar Instruction: Grammar should not be taught in isolation but integrated into all aspects of language learning, including reading, writing, speaking, and listening activities. Differentiation: Educators must consider the diverse grammatical abilities of their students and differentiate instruction to meet varying skill levels. F. Pedagogical Issues Use of Technology: Digital Tools: Incorporating technology, such as grammar- checking software and online exercises, can enhance grammar instruction. However, reliance on these tools may also lead to a lack of deep understanding of grammatical principles. Online Assessments: The use of online assessments can provide immediate feedback but may lack the depth of understanding required for effective grammar evaluation. F. Pedagogical Issues Cultural Considerations: Language Variation: Understanding that grammar rules may vary between different dialects or forms of a language (e.g., Standard English vs. regional varieties) is vital for inclusive teaching practices. Student Backgrounds: Educators should consider the diverse linguistic backgrounds of their students and how this affects their understanding and application of grammar. Get in Touch With Us Send us a message or visit us City of Batac, Ilocos Norte, Philippines (63) 77-600-0459 [email protected] Follow us for updates facebook.com/MMSUofficial www.mmsu.edu.ph