Using a Story-Based Approach to Teach

Grammar

Contextualized Language Instruction, 4th ed. Shrum & Glisan

EFL Teaching Methods:

Making Meaning

Goals

for the

Classroom

Goals for

Grammar

Instruction

Conceptual Orientation

Teaching grammar using cultural stories as the centerpiece of the lesson

The PACE Model

1. Active learners, appropriate support

2. “Form” is a topic of its own right

3. Teacher-student dialog as a means of

problem-solving language

Communication: The Core of Second Language Learning

Communication:

• Personal expression

• Interpretation

• Negotiation of meaning

Avoiding the Great Disconnect

Grammar-Based Language Learning

Warning: May cause communication disconnect

Focus on “Form”

Focus only on the grammar forms relevant to:

• understand the story

• express opinions, ideas, and feelings about the text

• the learners’ needs

Lost in the Grammar “Jungle”

It only makes sense:

• Within a context

• With people

• Within connected discourse

The Deductive / Inductive Dichotomy

Deductive Paradigm:

• Explicit grammar instruction

• Explanation of rules

• Grammar is a priori knowledge (prior to experience)

Deductive Paradigm: The Down Side

• Shallow, artificial context

• Devoid of meaning

• Teachers construct the knowledge

• Learning is passive

The Deductive / Inductive Dichotomy

Inductive Paradigm:

• No explicit focus

• i + 1 = natural L2 acquisition

• Exposure learners induce how language works

The Inductive Paradigm: The Down Side

• No guarantee of discovery

• No guarantee that discovered concepts are correct

• Can be frustrating for older learners

Flaws of Deductive and Inductive Approaches to Learning

• Roles of teacher and learners

• The social aspect of learning

• What’s the solution?

The Story-Based Dialogic Approach

“We believe that a dialogic approach embedded in the use of meaningful contexts found in compelling and interesting stories might hold the key to dramatic improvements in the acquisition of grammar.” ~Shrum (p. 220)

Basic Principles: Whole vs. Part

The “whole” gives meaning to the parts

Basic Principles: Foreshadowing

Provides learners with a “feel” for what is to come

Casting a “familiarity net”

Why Stories?

• A natural activity, socially mediated on a daily basis

• Episodic organization aids comprehension and retention• “Multiple passes,” pictures, TPR activities, and

role plays deepens comprehension

The PACE Model:A Story-Based Language Approach

P Presentation

A Attention

C Co-construct

E ExtensionR. Donato & B. Adair-Hauck, 1994

Presentation of Meaningful Language

• Language presented in thematic way

Eg: Folk story, authentic listening

TPR/TPR-S, authentic task

• Foreshadowing: used to introduce text• Goal is comprehension

Presentation of Meaningful Language: Considerations

• Episodic organization (stageable acts)

• Grammar well-represented and used meaningfully in text

• Learner actual and potential level: ZPD

Interactive Presentation of Text

• Teacher presents story ORALLY

Attention to Target Language

• Occurs after story has been understood

• Teacher highlights target language

• Focus!

Co-Construction:Explanation as Conversation

• Collaborative between teacher and students

• Teacher assists learners in developing understanding of target language

Co-coonstruction:The collaboration

Teacher• Assists learners in

developing concept of target structure

• Clear, well-chosen, concise, direct questions

• Modeling process of reflecting on language

Learners• Actively discovering/

hypothesizing about language

• Use communication strategies

• Asking for clarification, making inferences & generalizations

Co-Construction:The Collaboration

• Negotiation of meaning: HOTS are part of the process

• Goal: Students able to do this independently

• Metalanguage – in L2?

Extension Activties

• Use of the target language in meaningful ways

• Opportunity to address other goal areas of standards – Cultures, Communities and Connections

Extension Activities:The Possibilities

Graphic organizers Information gap activities

Authentic writing projects Intertextual activities

Story mapping Discussion webs

Out-of-class projects

Elements of Story-Based Learning

R. Donato &

B.Adair-Hauck,

1994

(Shrum P.229)

Selecting a text

Content

Language Elements

Lesson Objectives

Standards

&

Course Goals

Preparing and Delivering

Storytelling is:

• A social event

• A co-constructive experience

• “I-Thou” listening model (rather than eavesdropping)

Preparing and Delivering: Techniques

• Length (5-10 minutes)

• Seating: semi-circle

• Participatory techniques: hand motions, character signs, cued repetition, silent dramatizations

• Visual aids (10-12 if possible)

• Kinesthetic cues: eye contact, facial gestures, pantomime, body positioning

• Voice techniques: pitch, rhythm, sound effects, silent pauses

Don’t be a Grammar Nazi!

• “Grammar and usage cannot be taught effectively if students see no real need for it and if teachers cannot persuade them to see the need.” (Shrum, page 236)