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With the development of communicative approaches to language teaching, the place of grammar has been uncertain. There are those who argue that there is no place for a formal focus on grammar in the communicative classroom of today. I do not share this view. In this presentation, I will argue that grammar has a central and fundamental place in the curriculum. However, this does not mean I am arguing for a return to "traditional" ways of teaching grammar. In the first plart of the presentation, I will explain what it means to look at grammar as a tool for communication rather than as a body of content to be memorized. I will then give practical examples of how teachers can implement these ideas in their classrooms.
My name is David Nunan. I am a teacher. I live in Hong Kong, but I travel a lot. This is my second visit to Cambodia. I love the weather, the food and the people in here in Cambodia. I look forward to meeting new frends during the conference.
[Grammar] is the way in which words change themselves and group together to make sentences . The grammar of a language is what happens to words when they become plural or negative, or what order is used when we make questions or join two clauses to make one sentence (Harmer, 1987).
Each participant—including the actual thief—denies guilt, and accuses someone else. “No, I don’t have it. A has it!” Whereupon, the detective turns to A with the same question—and so on, until everyone has been asked and has denied responsibility. The detective then has to decide in three guesses who is lying—who looks guilty. The process is then repeated with another detective and another thief. (Ur 1988)
Preparation, when the learner finds out about the topic of the text and is prepared for some of the vocabulary.
Dictation, when the learner hears the text and takes fragmentary notes. (Wajnryb recommends that the text be read twice, at normal speed. The first time through, learners simply listen to get a general sense of what the text is about. The second time, they write down key words.)
Reconstruction, in which learners work in small groups, pool their notes, and reconstruct the text.
Analysis and correction, when learners analyze and correct their texts. Wajnryb (1990)