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English Teachers Network Workshop Teaching Grammar
June 2009
Communicative Grammar Teaching
Chris Jones
Nicola Atkinson
Aims for today
• To give a working definition of grammar for teaching purposes
• To discuss how young learners at different ages learn grammar
• To discuss some key areas which enhance grammatical development
• To provide practical ideas and activities to help with grammar teaching
What is grammar?
• Grammar is:
• A set of rules
• Painful… but necessary
• Something which helps us to make correct sentences
• A meaning system
Our definition
• Grammar is a meaning system
• Students make use of it when they are ‘learning how to mean’ (Halliday,1975)
• So, we are teaching grammar in order to help students make meaningful language and not as an end in itself
Example
1. Today friend meet
2. Today later I go friend
meet
3. I’m going to meet my friend
later
Younger learners
• Cannot (usually) analyse language
• Cannot (usually) reflect on language use
• Cannot (usually) compare to developing L1
• Can remember patterns
• Can use grammatical patterns to help them ‘mean’
Older learners
• Some ability to analyse L1 and L2
• Some ability to reflect on language use
• Can remember patterns
• Can compare to L1
• Can use grammatical patterns to help them ‘mean’
Key factors to enhance the learning of grammar
ContextFunctionInput Enjoyment
Key factors to enhance the learning of grammar
Context
Grammar is not an abstract system detached from contexts of use
Example
• Teacher writes ‘I went shopping yesterday’ on the board
• Teacher translates
• Teacher explains the Past Simple form and meaning in L1
How will students react to this?
An alternative example
• Fairy tale – Little Red Riding Hood • Adapt story to suit age/language ability• Students listen and understand the story
by sequencing pictures (see worksheet 1)• Students listen and act out story• Focus on the past simple used to
sequence the events in the narrative• Teacher checks meaning and highlights
form
Key factors to enhance the learning of grammar
Function
• How grammar functions is related to context of use
• ‘Let’s learn the Past Simple’
• ‘Let’s learn to describe what we did last weekend using the Past Simple’
• What’s the function? (see worksheet 2)
• Why do we need to consider the function
Key factors to enhance the learning of grammar
Input
‘Children will receive plenty of meaningful language input through experience of English not as a subject to be learned but as a means of communication, where the focus is on the meaning not the form of the language’ (Moon, 2000:2)
Input can come from – the teacher, classroom posters, songs, readers, stories, ICT
Key factors to enhance the learning of grammar
Enjoyment• Students don’t normally want to learn grammar
for the sake of learning it. They want to learn it to help them express themselves
• A simple but useful notion- learning is more likely to happen when the ‘affective filter’ is lowered ( Krashen, 1981)
• Create a positive learning environment • Don't force language production
Part 2 Practical ideas
• Deductive presentation Rules and examples given first, normally by
the teacher(see PEP textbook samples in pack; pgs 26-27)
• Inductive presentationRules and patterns discovered from the
context by the student, with teacher guidance
Example of an inductive presentation
Curriculum area of focus
Guidelines on language knowledge – Level 8 (8'ELA'3.2.3)
• (Students can) understand and master expressions for comparing persons, objects and things
Example of an inductive approach (older learners)
• See worksheet 3• Do comparatives quiz (puts language in a
meaningful context, focus on meaning)• Check answers (focus on meaning)• Focus on form of comparatives (focus on form),
working out the rules, teacher checking form/meaning
• Research a given topic area• Students make and ask their own quiz questions
(focus on meaning and form)
Example of an inductive approach (younger learners)
Curriculum area of focus
Guidelines on language knowledge – Level 2 (2'ELA'3.2.1)
• (Students) are aware nouns have singular and plural forms
Example
• Teacher describes favourite room in house/flat and the objects in it. When each object is mentioned, pictures are shown with singular and plural objects e.g. some flowers/ a pen etc (meaningful input)
• Total Physical Response (Asher, 2006) students touch pictures/hold pictures up/pictionary /listen and draw objects (meaningful input)
• Memory game (controlled practice)
Controlled practice
Focussed practice (restricted to a main grammar area) after language has been contextualised and form/meaning established.
Should be :Enjoyable, meaningful, give students a
reason to use the language, full of practice
Example
Guidelines on language knowledge – Level 5 (5'ELA'3.2.2)
• (Students can) understand and master expressions for describing people and objects
Activity idea‘Who or what am I?’
Think of a famous person. Describe this person’sappearance to a partner. Partner must guess who it is.
(see worksheet 4 for further samples of activities)
Semi - controlled practice
Chance for learners to experiment a little, integrate new language with old and personalise the language. Students will use the grammar in focus and also other language they know.
Should be :
Enjoyable, meaningful, give students a reason to use the language, full of practice
Example
Guidelines on language knowledge – Level 8 (8'ELA'3.2.3)
• (Students can) describe and express view points, attitude and feelings in appropriate language format
Activity idea‘Ranking discussion’Rank the following grammar areas in order of difficulty (1=
most difficult to teach, 5 = least difficult) - modal verbs, conditionals, Present Perfect, singular/plural nouns, prepositions of place
Compare, discuss and try to reach agreement on the best order.
Example
Guidelines on language skills – Level 6 (6'ELA'3.1.6)
• (Students) can pass on information and express opinions on familiar topics
Activity idea
‘Picture dictation’ (see worksheet 5 for further sample activities)
Summary
Grammar is a meaning systemWe can help students if we consider
context, function, input, and enjoyment An inductive approach may help learners
to retain more grammatical patternsLearners need controlled and semi-
controlled practice to help them use grammar in a meaningful way
References/further reading
• Asher, J. (2006). Learning Another Language Through Actions 6th Edition. Atlanta Books.
• Cameron, L. (2001).Teaching languages to young learners. Cambridge: Cambridge University Press.
• Halliday, M.A.K. (1975). Learning how to mean. London:Edward Arnold.
• Krashen, S. (1981).Second Language Acquisition and Second Language Learning. Pergamon.
• Moon, J. (2000). Children Learning English. Oxford: Macmillan Heinemann.
• Ur, P. (1988). Grammar Practice Activities. Cambridge: Cambridge University Press.