The document discusses grammar-based approaches to language teaching, emphasizing that grammar should be understood as a system rather than just rules. It outlines various teaching methods including deductive and inductive approaches, and highlights the importance of mistakes as learning opportunities. Additionally, it mentions the integration of both spoken and written language practices and the use of interactive techniques in teaching grammar.

1. GRAMMAR-
BASED APPROACH
www.gianttemplate.com
DAISY S. ABAYAN

2. ARRANGE THE WORDS, PLEASE!
1. lam Merry had a little
Mary had a little lamb.
2. came conquer saw I I I
I came, I saw, I conquered.
3. da jumped I cat gate of saw scream when I the
I screamed when I saw the cat jumped off the gate.
4. systm of ignorans education a is mposed
Education is a system of imposed ignorance.
5. “least I at luv” my counter is statement say they when “Anyway, forgoten will you be”
“At least I love” is my counter statement when they say, “Anyway, you will be forgotten.”

3. Lorem ipsum dolor sit amet
Lorem ipsum dolor sit amet, animal conceptam te his, legimus
inimicus dissentiet at sed.
Lorem ipsum dolor sit amet, animal conceptam te his, legimus inimicus dissentiet at sed, cum an idque possit percipitur. Reque accusamus has
cu. Eam ex eros utinam, ut alii saepe dignissim usu.
Lorem ipsum dolor sit amet, animal conceptam te his, legimus
inimicus dissentiet at sed.

4. Grammar includes function words,
phonology and semantics, but the usual
interpretation of grammar is limited to the
structural organisation of language.
gram·mar
[ˈɡramər]
NOUN
the whole system and structure of a language or of
languages in general, usually taken as consisting of syntax
and morphology (including inflections) and sometimes
also phonology and semantics.

5. WHAT IS GRAMMAR?
The term grammar has multiple
meanings. It is used to refer both to
language users' subconscious internal
system and to linguists' attempts
explicitly to codify – or describe – that
system.
With regard to the latter, its scope can
be broad enough to refer to the
abstract system underlying all
languages (i.e. a universal grammar) or,
more narrowly, to the system
underlying a particular language (e.g. a
grammar of English).

6. GRAMMAR-BASED TEACHING AND APPROACH
According to GBA….
• It helps learners discover the nature of language that
Grammar is not just "rules“.
• Those who wish to use a language to the best of their ability,
are helped by fundamental understandings of its grammar.
• "Mastery" of structures will follow after the awareness of
the form, meaning, and appropriate use of structures.
• It seeks to build familiarity through repetition and variety in
practice modes.
• It promotes the students’ comfort level in using their new
language.
• It teaches grammar conceptually.
*Mistakes = opportunities for learning
*Corrective feedback is natural and accepted.

7. GRAMMAR-BASED TEACHING AND APPROACH
• GBT focuses on spoken as well as written language, and has
a listening and speaking component.
• Students are encouraged to figure grammar patterns out for
themselves, and given explicit information.
• It is done through spiraling.
*Mistakes = opportunities for learning
*Corrective feedback is a natural and accepted
NOTE: ACCURACY DOESN’T “JUST HAPPEN”.

8. GRAMMAR-TRANSLATION METHOD
Major Characteristics
GRAMMAR-BASED METHODS

9. GRAMMAR-TRANSLATION METHOD
Major Characteristics
DIRECT METHOD

10. GRAMMAR-TRANSLATION METHOD
Major Characteristics
AUDIO-LINGUAL METHOD

11. GRAMMAR-TRANSLATION METHOD
Major Characteristics
AUDIO-LINGUAL METHOD

12. AUDIO-LINGUAL METHOD
Emphasis is on the acquisition of patterns in common
everyday dialogue.
These patterns are elicited, repeated and tested until the
responses given by the student in the foreign language are
automatic.
Characteristics:
• Drills are used to teach structural patterns
• Set phrases are memorised with a focus on intonation
• Grammatical explanations are kept to a minimum
• Vocabulary is taught in context
• Audio-visual aids are used
• Focus is on pronunciation

13. OTHER WAYS ON TEACHING GRAMMAR-BASED APPROACH
– Thornbury, 1999
DEDUCTIVE APPROACH
A deductive approach (rule-driven)
starts with the presentation of a rule
and is followed by examples in which
the rule is applied.
INDUCTIVE APPROACH
An inductive approach (rule-
discovery) starts with some
examples from which a rule is
inferred.

14. LEARNING
THROUGH WRITING
Explore language through creative
writing and reading, picking up correct
grammar usage along the way. If there
are specific problems with certain
grammatical rules, these are covered in
a more structured lesson.
DIAGRAMMING
SENTENCES
This method involves
visually mapping the
structures of and
relationships between
different aspects of a
sentence.
INTERACTIVE TEACHING
Using games to teach
grammar not only engages
students but also helps
them to remember what
they’ve learned.

15. GRAMMAR
APPROACHES
METHODSAWARENESS
Systems to use to teach and learn
grammar.
Ways, drills, and strategies to realize
the approach used.
That would lead to accuracy, fluency and
mastery of language.
GRAMMAR- BASED APPROACH

16. Cook, Vivian. (2016). Second Language Learning and Language Teaching, 5th Ed. New York
Routledge
Brown, H.D. (2007). Principles of language learning and teaching. Pearson Longman.
Haight, C., Herron, C., & Cole, S. (2007). The effects of deductive and guided inductive
instructional approaches on the learning of grammar in the elementary language college
classroom. Foreign Language Annals, 40, 288-309.
Thornbury, S. (1999). How to Teach Grammar. Pearson.
Celce-Murcia, Marianne (Ed.) (2004). Teaching English as a second or foreign language.
US. Heinle &Heinle.
Macfadyen, Sarah. Grammar. Oxford University
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