Integrated Grammar Teaching

1. Aparna Ray
PGT English

2. A few questions:
What is GRAMMAR?
Is it compulsory that we teach
Grammar in schools?
If so, how should we go about it?
If not , why not?
What is the role of grammar in
language teaching?

3. Grammar is the theory of language.
It consists of set of rules that
combine words and sentences.
It is the total mechanism of
language, which enables its users to
communicate with each other.
A formal analysis of and description
of what a native speaker knows
intuitively.
There are prescriptive rules for
correct usage of language.

4. The ability to arrange the words
into meaningful sentences is
called the knowledge of
grammar.
It helps the person to
understand the correct meaning
of the spoken and written
sentences.
A grammatically correct
sentence means a sentence that
expresses the correct meaning.

5. Since there is no suitable
environment where the student
can learn English the way
he/she has learnt the first
language, an integrated
teaching of grammar of English
is very much essential.

6. INTEGRATED GRAMMAR
There has been a lot of
progress in English
language teaching since
the introduction of
Communicative Language
Teaching (CLT).

7. RECENT TRENDS IN TEACHING
OF ENGLISH GRAMMAR:
 Teach Grammar for
communication.
Teach Grammar in context.
Make Grammar teaching a fun.
Focus on fluency first, accuracy
later.
Let children discover the rules
for themselves.

8.  Grammar is best learnt through problem solving
since the learner's attention tends to vary when
language is taught as a formal system.
 Research shows that there is little connection
between knowing grammar and using a particular
language for good oral or written compositions.
 “Grammar may be a useful tool for language
teachers; (yet) it becomes an unwelcome burden
for most learner or users.”

9.  Does not by itself guarantee being able to use the
language for meaningful communication.
 People who know most rules of grammar can
continue to use the language incorrectly and
inappropriately.
 Knowledge of grammar is not equal to knowing how
to use a language correctly and appropriately.
 Terminology of grammar often stands in the way of
learning a language for fluent use. It takes lot of
time and effort.

10. Grammar cannot teach anyone how to
write well or speak appropriately.
It does more harm than good.
Every child / human builds/ carries a
grammar of her language in mind.

11. Explicit Teaching of Grammar by the
Deductive method i.e. rules followed by
examples.
 In this, the teacher provides names and
definitions of grammatical terms followed
by illustrative examples.

12. Another example of explicit grammar teaching is
The student can be helped/guided to
use/apply a rule of grammar and then
provided with a label/definition for what
has been done.
e.g. With the help of the teacher, students
can learn to convert an active sentence
into a passive sentence; in doing so, they
learn grammar.

13. Implicit teaching of grammar
makes use of examples
(authentic)of language in use to
help learners understand the rules.

14.  Give examples in contexts: situation based.
 Engagement with the text : let learners read and
attempt to make meaning with the text.
 Pair work & group work : let the learners talk &
discuss
GRAMMAR CAN NOT BE LEARNT THROUGH ISOLATED
EXAMPLES.
Learners have to observe grammar in action & use
it.

15.  The textbook in any class is the main source
of language. It does not demand a separate
grammar teaching session or a grammar
book.
 By making use of text-based, ready-made
situations in the text it is possible to
supplement the occurrences of the grammar
item to provide fuller experience.

16.  Early stages : Without terminology of
grammar and using the activity method.
 Older learners are able to pay more focused
attention to language and its form.
 The learner is already literate in one or
more languages when s/he begins studying
English.

17. Components of ‘communicative competence’
a. Linguistic competence : accurate use of
language (ability to use sounds, words, phrases
and sentences )
b. Discourse competence : to express the
writer’s or speaker’s intended message (ability
to put together sentences into a coherent
piece)

18. c. Sociolinguistic competence: to make out
what is said or written appropriate to the
situation or topic (ability to relate language use
to its purposes)
d. Strategic competence : compensates for
any weaknesses found in a –c (ability to bring
into use verbal and nonverbal strategies to
make communication more effective)

19. Game-like situations
Story telling
Total Physical response
Using Realia

20. Communicative group work
Practical use of language
Using visual aids
Acting it out
Integrated skills

21.  There is nothing called the best method.
 Try and find your own method using the best
from all the methods.
 Encourage learners to discover the rules- do not
impose rules.
 Let learners share one or more languages with
the teacher and among themselves.
 Exploit authentic texts as much as possible.

22. THANK YOU