NATECLA 2013 - Getting creative with  grammar teaching
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NATECLA 2013 - Getting creative with grammar teaching

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Slides from he NATECLA talk given on 6-7-13 at Sheffield Uni. For a free voiced over presentation, visit http://elttraining.mdl2.com/mod/page/view.php?id=186

Slides from he NATECLA talk given on 6-7-13 at Sheffield Uni. For a free voiced over presentation, visit http://elttraining.mdl2.com/mod/page/view.php?id=186

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  • The overwhelming evidence from the Norris and Ortega (2000) isthat explicit grammar teaching is better than no explicit grammar teaching,and that the effects of explicit grammar teaching are durable.
  • Gass and Selinker (2008) review the literature and also conclude that after earlychildhood, learning complex forms requires not only processing meaningfulinput but also explicit focus on grammar.
  • 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

NATECLA 2013 - Getting creative with  grammar teaching NATECLA 2013 - Getting creative with grammar teaching Presentation Transcript

  • Getting creative with grammar practice Jo Gakonga
  • 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?
  • http://iatefl.britishcouncil.org/2011/sites/iatefl/files/session /documents/walter_grammar_iatefl2011_handout.pdf Catherine Walter IATEFL Plenary 2011 Should we be planning to teach grammar?
  • Should we forget grammar and only teach vocabulary? Vocabulary is arguably more important ..but do they get enough exposure?
  • Krashen's Input Hypothesis (1982)
  • Canadian immersion studies (Swain 1985; Genesee 1987).
  • Conscious knowledge of grammar is seen to help at different stages. Ellis 1994
  • 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
  • In a skills approach conscious knowledge is seen to serve as a ‘crutch’ until language use becomes proceduralised (usable without conscious effort). Johnson, 1996, DeKeyser, 1998
  • Norris and Ortega (2000) meta-analysis
  • Gass and Selinker (2008) meta-analysis
  • Spada and Tomita (2010) meta-analysis
  • Do we need to teach grammar at all? YES
  • What I am NOT saying…..
  • If we teach grammar, how should we do it?
  • Creative Automaticity Gatbonton, E. and Segalowitz, N. (1988) ‘Creative automatization: Principles for promoting fluency within a communicative framework’, TESOL Quarterly, 22, 3. ‘The techniques for this approach are designed to provide students with ample opportunities for repetition and practice within a wholly communicative context, without the shortcomings usually characteristic of pattern drills or other more traditional methods’ http://scottthornbury.wordpress.com/?s=A+is+for
  • What isn’t so helpful... • Teacher: I found the book. • Students: I found the book. • Teacher: Pen. • Students: I found the pen. • Teacher: Bought. • Students: I bought the pen.
  • Example of a mindless gap fill.. Use the present perfect to complete these sentences: 1. I _______ ________ (see) the Eiffel Tower. 2. She ________ _________ (eat) snake. 3. They ________ __________ (swim) in the sea. 4. We ________ _________ (fill) in too many of these gap-fill exercises………
  • Activities that promote creative automaticity should be … • genuinely communicative • focused • formulaic • inherently repetitive
  • Some common examples… • A class photo… • Find someone who… • What’s my line? • What kind of animal am I? (“Do you have four legs? Can you fly? Do you lay eggs?” etc).
  • Creativity Personalisation
  • Jill Hadfield’s ‘Creativity in the language classroom’ Modern English Teacher January 2012
  • When I am old… When I’m an old woman, I will wear purple And a red hat that doesn’t go and doesn’t suit me And I will spend my pension on brandy and summer gloves and candles, and say we have no money for butter. I will sit down on the pavement when I am tired And gobble up samples in shops and press alarm bells And run my stick along public railings And make up for the sobriety of my youth. I will go out in slippers in the rain And pick the flowers in other people’s gardens And learn to spit. https://www.youtube.com/watch?v=fr1RU4SM2L8
  • I’ll definitely I’ll probably I might I’ll I definitely won’t I probably won’t I might not I won’t
  • When I am old, I won’t be quiet and I’ll bother my neighbours. I might have a toy-boy.
  • When we are old we will definitely do many crazy and dangerous things, We will wear full make up from morning and we will spend our money for a face lift.
  • When I am old, I’ll be a honarable person. I’ll definitely lede the people and I’ll be self- confident.
  • • genuinely communicative • focused • formulaic • inherently repetitive
  • Creativity Personalisation
  • Present Perfect for experience I’ve never been to India, I’ve never been to France I’ve never eaten frog’s legs And I’ve never learnt to dance. I’ve always lived in Birmingham I’ve never been abroad I’ve always lived at home I’m getting rather bored. https://www.youtube.com/watch?v=xbqXAwpAtLY
  • Present Perfect for experience I’ve never been to India, I’ve never been to France I’ve never eaten frog’s legs And I’ve never learnt to dance. I’ve always lived in Birmingham I’ve never been abroad I’ve always lived at home I’m getting rather bored. https://www.youtube.com/watch?v=xbqXAwpAtLY
  • Present Perfect for experience I’ve never been to India, I’ve never been to France I’ve never eaten frog’s legs And I’ve never learnt to dance. I’ve always lived in Birmingham I’ve never been abroad I’ve always lived at home I’m getting rather bored. https://www.youtube.com/watch?v=xbqXAwpAtLY
  • I've never been in Ireland. But I've been in love with Irish man. He had a huge talant to gain women's favor, but he was so mean. He inculcated in me a taste for art and love for adventure. Our love story was bright and unforgettable, but it finished with a phrase "I'm sorry". At parting he gave me a kiss with an fragrant of Irish legend. I've never been in Italy. But I've been in love with Italian. He's been very clever, he's known many languages, but he's been so nervous and so fault-finding person. Well, we let as part friends. He gave me gave me as a keepsake the 33 recipes for Italian pasta and one recipe for happiness.
  • Alan Marsh’s article… English Teaching Professional March 2012 The Door to Spontaneity
  • Simple past tense questions.. Dates game – Did you / Were you.. 1952 1989 1999 2011
  • Creativity Personalisation
  • Thrill Drills Milada Krejewska’s blog http://miladakrajewska.wordpress.com/
  • A picture paints a thousand words…. few
  • What is inside? There is… There are…
  • What is happening inside?
  • Creativity Personalisation
  • It could be… It might be.. It definitely isn’t…
  • It looks like …. ..he has… ..he is -ing….
  • It looks like …. ..it has… ..it is -ing….
  • It looks like …. ..it has… ..it is -ing….
  • It looks like …. ..they have… ..they are -ing….
  • Sources of pictures….
  • How did this happen?
  • How did this happen?
  • Using odd pictures How did this happen?
  • Any other ideas?
  • Thank you! jo.gakonga@elt-training.com