Teaching speaking and grammar

•  When you know a language, you
know the sounds, the words, and
the rules for their combination.

Dr. Elineth Elizabeth L. Suarez

3

Phoneme
Morpheme

Syllable

Word
Phrase

STRESS
RHYTHM

Clause

INTONATION

Utterance
Text
Source: Erin Lowry Senior English Language Fellow Workshop for Manizales
Bilingüe February 17, 2009

Remember!
“Your understanding of the
components of language will
determine to a large extent
how you teach a language.”

(Brown 1994)


5

Motor
perceptive
skills

Interaction
skills

MotorPerceptive
Skills

Perceiving

Interaction
skills

Recalling

Articulating

Challenges

How to integrate skills
How to give a reason for communication
(information gaps)
How to provide opportunities for authentic
communication contexts
How to assess these skills in an objective
manner

Dr. Elineth E. L. Suarez

8

Input 2: Language Development

http://www.mc.road9media.com/en/index.php
option=com_content&view=article&id=375:learning-how-totalk&catid=26:baby&Itemid=19

Stages of 2nd Language
Acquisition

•  (see handout)
1.  Preproduction
(0-6 months)
2.  Early Production
(6 months-1yr)
3.  Speech Emergence (1-3 years)
4.  Intermediate Fluency(3-5 years)
5.  Advance Fluency
(5-7 years)

Speaking

MotorPerceptive
Skills

Perceiving

Recalling

Interaction
skills

Articulating

Source: Bygate, M., 1995

INPUT: H. D. BROWN’S PRINCIPLES
FOR TEACHING SPEAKING SKILLS
1.  Focus on both ﬂuency and accuracy
2.  Provide intrinsically motivating techniques
3. Encourage the use of authentic language
4. Provide appropriate feedback and correction
5. Capitalize on the natural link between speaking and
listening
6. Give students opportunities to initiate oral
communication
7. Encourage the development of speaking strategies


21

FLUENCY is about being familiar with
something through repeated exposure or
practice.

•  Juggling is an example of motor fluency
and requires repeated practice to do
well.

22

Fluency vs. Accuracy
Accuracy
Speaking at normal •  Speaking using
speed, without
correct forms of
hesitation,
grammar,
repetition, or selfvocabulary, and
correction, and with
pronunciation
the smooth use of
connected speech
Fluency


2. Provide intrinsically motivating
techniques

24

3. Encourage the use of authentic
language in meaningful contexts

25

4. Provide appropriate
feedback and correction


5. Capitalize on
the natural link
between speaking
and listening


Why is it important to know
grammar?

1) to communicate clearly, meaningfully,
and appropriately;
2). to assess and remediate the errors
and error patterns of second-language
learners; and
3) the points of grammar can be used as
the basis for teaching sentence structure
and macro skills (speaking, listening,
reading, and writing)

30

INPUT: What is grammar?
It is well to remember that grammar is
common speech formulated -Somerset Maugham
•  ‘gramma’ meaning ‘letter’
•  Grammar refers to the language patterns that
indicate relationships among words in
sentences.
•  ‘the abstract system of rules in terms of
which a person’s mastery of his native
language can be explained.’ (CrystaL, 1995)

31

INPUT:What is grammar?
•  Descriptive Grammar= describes a
person’s basic linguistic knowledge.
•  Prescriptive Grammar= tell what rules
to follow
•  Teaching Grammar= used in schools to
learn another language;


32

INPUT: What is grammar?

• 
• 
• 
• 
• 
• 

The grammar includes everything
speakers know about their language.
The sound system= Phonology
The system of meanings= Semantics
Rules of word formation= Morphology
Rules of sentence formation= Syntax
Vocabulary of words= Lexicon
Language use = Pragmatics

33

Inductive

Deductive


34

GRAMMAR RULES
Examples in
sentences

Apply rules to
examples

35

Examples in
sentences
Learners develop
mental set of
strategies to
Conclude /identify the rules

36

QUESTION: What is a
Communicative Classroom?
A classroom with activities that
engage the learners in more
meaningful and authentic
language use.


37

QUESTION: What is a
Communicative Classroom?
•  Lessons contain activities where learners
communicate (spoken or written)
•  tasks are completed by means of interaction
with other learners
•  Plenty of pair, group and mingling activities
•  Emphasis is on completing the task
successfully through communication with
others

38

What Methods
Work?

Source: National Training Laboratories,
Bethel Maine

Question:

How should

grammar be taught in a
communicative classroom?


40

Approaches
to Language Teaching
versus
analyzing
the language
Use the language
elements to
communicate

Using the
language
Use the language
in order to
acquire it
41

•  As communicative language teachers
we believe in teaching grammar, BUT we
teach it for communicative purposes.
•  We do not reject explicit rules, BUT
we use them through/in communicative
activities.


42

Communicative language Teaching
(CLT)

is based on the notion of communicative
competence;
asserts that the main objective of a second or
foreign language program must be to provide
language learners with the information
practice and much of the experience
needed to meet the communication needs
in the second or foreign language (Canale,
1983)

43

Communicative Language Teaching
(CLT)
•  focus is being placed on the interpretation,
expression, and negotiation of meaning;
•  CLT guides language learners beyond
memorized patterns and monitored
repetitions to take part in meaningful
interaction
•  i.e. use the target language in a context--the
performance learners are required to do
outside their language class.

44

Teach
grammar

•  to accomplish
defined
communication
tasks

Objective of Communicative Competence
Model: grammar for communication's
sake

45

Models in Planning Lessons
How is grammar taught?
PPP Model
•  Presentation
•  Practice
•  Production


46

Alternative Model
Task
Teach
Task
1.  The learners perform a communicative
task the teacher set for them.
2.  Teacher focuses on form to help the
students use it to communicate.
3.  The form is practiced before the
students re-perform the original /
similar task.

47

The Pyramidal Strategy in
Teaching Grammar
Elicitation
Highlighting of Form
Controlled Practice
Free Stage


48

Communicative Competence Model
by Canale and Swain

(1988:73)

“In our view, an integrative theory of
communicative competence may be
regarded as one in which there is
•  a synthesis of knowledge of basic
grammatical principles,
•  knowledge of how language is used in social
contexts to perform communicative
functions, and
•  knowledge of how utterances and
communicative functions can be combined
according to the principle of discourse”

49

Communicative Competence Model
•  recognizes that overt grammar
instruction helps students acquire
the language more efficiently, but
•  it incorporates grammar teaching and
learning into the larger context of
teaching students to use the
language.

50

•  “By providing instruction that
emphasizes both grammatical
accuracy and communicative
fluency, ESL/EFL teachers will
enable learners to have more
enriching and meaningful
language experiences, which, in
turn, will help them become more
able and successful language
l e a r n e r s
a n d
users” (WASANASOMSITHI:
1998)

51

Focus on grammatical form during
communicative interactions rather
than form in isolation (Long, 1991
mentioned by Larsen-Freeman,
2006)


52

Three-Dimensional
Grammar Framework
(Larsen-Freeman, 2006)


53

FORM/

MEANING/

STRUCTURE

SEMANTICS

How is it
formed?

What does it
mean?

(Accuracy)

(Meaningfulness)

USE/ PRAGMATICS
When /why is it
used?
(Appropriateness)

54

Checklist for a grammar lesson

(M.Shahidullah, a Professor from East West
University, Bangladesh)

1. grammar should be presented
q  in context;
q  inductively;
2. there should be authentic tasks or
meaningful use of language; and
3. there should be scope for the learners to use
grammar, generate their own sentences, for
meaningful, real life communication, written
or spoken,
i.e. there should be a scope for
production in a grammar lesson.

55

Synthesis: How can we teach
grammar?
•  Research indicates teaching grammar in
isolation does not transfer into real
communication
•  Grammar is best taught/practiced in
communicative contexts
•  Supportive feedback is more helpful than
overt correction
•  Students may need many opportunities to
hear, read, practice a new structure
before they internalize or produce it–
months, years.

56

Specific strategies to use
•  Use materials and plan activities that
feature repeated language patterns
•  Use the content of lessons to introduce
grammar concepts
•  Provide learners with the tools they
need to talk about language
–  Sentence Building

•  Take a long-term view

57

End of Presentation

Thank You!


elinethsuarez@yahoo.com


58

Teaching speaking and grammar

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