Teaching grammar final

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Teaching Grammar

Teaching Grammar

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  • 1. Unit 4 Teaching Grammar Teaching Language as a System PhD. Norma Flores Cristina Aguilera Hector Noriega Marcela Miranda Bogard Rerjis
  • 2. 4.1 The importance of teaching grammar Grammar is the way words are put together to form correct sentences. Spelling is forming words from letters. Crsitina Aguilera
  • 3. Grammar Mistakes are occasional inconsistent slips. Grammatical Structure Grammatical Grammatical Terms Errors are, mis-learnerd generalization Meaning Building blocks Past tense Noun plural Comparison of adjectives Affect how units of languag e are combine d Units of Language Parts of a sentence Sentence Clause Phrase word morpheme Parts of speech Noun Verb Adjectives Adverbs Pronouns Auxiliary verbs Modal verbs Determiners Prepositions Common & proper Describes a noun Describes a concept describe by the v Substitutes a noun Is in is going Can, must, may The, a, all, some, many In, before, of, according to, despite
  • 4. 4.2 Factors involved in teaching grammar Creating a path to a good understanding of English grammar. Hector Noriega
  • 5. Depending of the learner Selfesteem Age Empathy Personality Inhibition Learning style Capacity for risk taking Previous experience Motivation
  • 6. Cognitive and Environmental Strategies Size of the group Stages of the learning process Type of approach Ways to store the information Sequence Order of difficulty
  • 7. 4.3 Teaching Grammar Techniques Inductive Grammar Language dimensions interconnect ed Deductive Discover rules Progress by stages motivation Rules giver by the teacher Practice Semantics Pragmatic Marcela Miranda
  • 8. CLT in the classroom (Communicative Language Teaching) Explanation, brief, clear and simple. Use visuals Cognitive styles Teachers do not know everything Mother tongue if needed
  • 9. Grammar Techniques Grammar techniques should be meaningful, lively, motivating, communicative, they should promote accuracy and are fluent.  Using charts and graphs  Objects  Maps or simple drawings  Dialogs  Written text  Listening to stories  Piling up events
  • 10. 4.4 Identification of problem areas in teaching grammar. Teaching grammar structures without context. Text books contain manipulative drills grounded in shallow and artificial contexts, so these drills become rather meaningless so students (Walz,1989) The inductive approach can be frustrating. Adolescents and adult learners have become analytical with regard to the rules that govern their native languages. No language teaching should be driven by grammar instruction alone. Bogard Rerjis
  • 11. Whole language teaching |P.A.C.E| (Donato and AdairHauck) PRESENTATION • Presenting the (whole) language in a Thematic and contextualized way. • The presentation should adequately represent the structure in question. • Presentation A-TTENTION • Highlighting some regularity of the language. • Asking about patterns found in text • Get learners to focus attention on the target form without needless elaboration or waste of time. C-OCONSTRUCT • Learners and teachers should be coconstructors of grammatical explanation. • Assistance in raising the students awareness about the target structure E-XTENSION • This activity will allow leaners to use their new skill creatively. • The activity should be thematic related. • They are not work sheets.
  • 12. CONCLUSION “Language learning is a thinking process, or from the learner´s viewpoint, a guessing game. Teachers need to design cognitively demanding activities that will encourage learners to hypothesize, predict, take risk, make errors, and selfcorrect.” (Fountas and Hannigan 1989). By doing so, the learners become active participants in the learning process.
  • 13. Reference list Krashen, Stephen (1982). Principles and Practice in Second Language Acquisition. Pergamon Press. ISBN 0-08-028628-3. Retrieved 2010-11-25. Startvik, j. and Leech, G. (1994). A communicative grammar in English. New York, New York, USA. Stern, H. (1984). Fundamental Concepts of Language Teaching. London, Great Britain.