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Seven bad reasons for teaching grammar
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Seven bad reasons for teaching grammar

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Seven bad reasons for teaching grammar

Seven bad reasons for teaching grammar

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  • 1. By Lv Flowers, Jill Pettit and Michael Rosenthal
  • 2.
    • Because it’s there
      • Grammar for grammar’s sake (NCLRC)
  • 3.
    • IT’S TIDY
    • Grammar can be neatly condensed into sections which makes it easier for students to apply to exercises
    • IT’S TESTABLE
    • Known to gauge a student’s overall knowledge of a subject
    • Time consuming/does not measure overall success
  • 4.
    • GRAMMAR AS A SECURITY BLANKET
    • “ Good grammar does not mean a student is fluent
    • IT MADE ME WHO I AM
    • Past generations overvalue grammar
  • 5.
    • YOU HAVE TO TEACH THE WHOLE SYSTEM
    • “ Grammar is not a car engine”
    • Grammar has some independently functioning components
    • POWER
    • Teacher will always have upper hand on complex grammatical knowledge
    • Pedagogy often reflects societal values.
      • Strict grammatical drills may mirror more authoritarian societies.
  • 6.
    • We agreed to went by car.
    • We didn’t knew what happened.
    • Dizzys from the wine we decided to go home.
    • The people are too many so and the cars are too many.
    • The bus was hit in front of.
    • There are many accidents because we haven’t brought(broad) roads.
    • (1). GT. 4.6: BN.2.2 (2). GT. 4.4: BN 1.8 (3). GT 4.2: BN 2.1
    • (5). GT 2.6: BN.4.3 (6). GT 2.4; BN 4.1 (4). GT. 3.0; BN 4.3
  • 7.
    • Students able to conjugate all verb forms but cannot use the language in helpful contexts
    • Knowledge gained is strictly declarative and is lacking in implicit knowledge
    • Self-esteem issues in language use
  • 8.
    • COMPREHENSIBILITY
    • Knowing how to build and use certain structures is key to successful communication
    • ACCEPTABILITY
    • “ A person who speaks badly may not be taken seriously”
  • 9.
    • A balance between grammar and communication ability is important for students transitioning from ESL programs to jobs or higher ed. (Savage, 2010).
    • Grammar work is best done within a meaningful communicative context- making grammar exercises part of communicative language teaching instead of its own isolated activity.
  • 10.
    • Teaching grammar straight from book may be easy but students benefit more when teachers instruct grammar based on:
      • -Grammar and Communication levels of individuals in the class
      • -context students plan to use the language
      • -How much time is available
      • -what is most frequently used
      • -grammatical characteristics of students’ L1
  • 11.
    • Should we use grammar test to evaluate the student’s progress in the language?
    • Will incorporating more communication activities in a classroom and less grammar yield different results?
    • Have you seen an imbalance in the teaching of grammar in your learning of Spanish?
  • 12.
    • Savage, K.L., Bitterlin G., &Price, D. (2010). Grammar Matters: Teaching Grammar in Adult ESL Programs. Cambridge University Press .
    • NCLRC. The Essentials of Language Learning, 2003. web. 8 Feb. 2012.

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