• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
NALA 2013 - What has grammar teaching ever done for us?
 

NALA 2013 - What has grammar teaching ever done for us?

on

  • 540 views

 

Statistics

Views

Total Views
540
Views on SlideShare
540
Embed Views
0

Actions

Likes
0
Downloads
8
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Spada and Tomita (2010), conducted a later meta-analysis and concluded thatexplicit form-focused instruction leads to better learning of both simple andcomplex features than implicit instruction, and that this advantage is longterm

NALA 2013 - What has grammar teaching ever done for us? NALA 2013 - What has grammar teaching ever done for us? Presentation Transcript

  • Jo Gakonga
  • What has grammar teaching ever done for us?
  • Why does teaching grammar get a bad press?
  • Illustrations from Jan, J.M. & Ollúa, R. (1950) El Inglés Práctico; Comercio, Exámenes y Viajes, Buenos Aires: Academias Pitman.
  • Do we need to teach grammar at all?
  • Catherine Walter IATEFL Plenary 2011 Should we be planning to teach grammar? http://iatefl.britishcouncil.org/2011/sites/iatefl/files/session /documents/walter_grammar_iatefl2011_handout.pdf
  • Do we need to ‘teach’ anything?
  • Krashen's Input Hypothesis (1977)
  • "Language acquisition does not require extensive use of conscious grammatical rules” Stephen Krashen
  • "Acquisition requires meaningful interaction in the target language in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding."
  • "The best methods are therefore those that supply 'comprehensible input' containing messages that students really want to hear.”
  • "The best methods are therefore those that supply 'comprehensible input' containing messages that students really want to hear.” i+1
  • Monitor theory
  • Introduced in 1965 to give English speaking Canadian children a chance to learn French
  • “Practice" is replaced by "creative construction”. Learners encouraged to experiment with linguistic forms.
  • Errors are not seen as bad
  • Canadian immersion studies (Swain 1985; Genesee 1987).
  • The result?
  • Immersion students often perform as well as native French-speaking students on tests of reading and listening comprehension in French.
  • However, they seldom achieve the same high levels of competence in speaking and writing as they achieve in comprehension.
  • Three problems: Grammar is less complex and less redundant than that of native speakers. Their grammar is influenced by English grammar. Their use of language is often non-idiomatic
  • BUT…..
  • Of significance for ESOL learners
  • Common ground
  • Significant amounts of exposure A real need to communicate (Paucity of opportunity to speak?) Common ground
  • So, explicit teaching is necessary….
  • Should we forget grammar and only teach vocabulary? Vocabulary is arguably more important
  • Should we forget grammar and only teach vocabulary? Michael Hoey – Lexical Priming
  • Should we forget grammar and only teach vocabulary? Lexical Approach – Michael Lewis
  • Should we forget grammar and only teach vocabulary? ..but do they get enough exposure?
  • Evidence to support grammar teaching?
  • meta-analysis Norris and Ortega (2000)
  • meta-analysis Gass and Selinker (2008)
  • meta-analysis Spada and Tomita (2010)
  • Other reasons to teach grammar?
  • Conscious knowledge of grammar is seen to help at Ellis 1994 different stages.
  • Pretty much all course books based on it
  • Learners’ expectations
  • Seen as very traditional but…
  • Different / less traditional approaches all include grammar
  • Task Based Learning Jane and Dave Willis
  • Learners do task and rehearse their language to present to group Learners present what they have practised Teacher gives input on the ‘gap’.
  • Task Based Learning Language Output input
  • Proponents of task-based teaching all argue for a place for pre-planned grammar instruction in a TBI framework. Skehan, 2003; Willis & Willis, 2007; Ellis, 2006
  • Dogme Luke Meddings and Scott Thornberry Suggests emergent language but still doesn’t suggest no language teaching
  • Dogme Luke Meddings and Scott Thornberry Possible problems – coverage and teacher skill
  • Do we need to teach grammar? YES
  • What I am NOT saying…..
  • If we teach grammar, how should we do it?
  • If we teach grammar, how should we do it?
  • Getting creative with grammar teaching
  • Thank you! Jo Gakonga