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Teachig Grammar in the post-method era
The document discusses the teaching of grammar in the post-method era, highlighting the evolution of language teaching methodologies and ongoing debates regarding grammar instruction. It outlines various parameters and frameworks relevant to this approach, as well as the implications and criticisms associated with it. Ultimately, it suggests that while grammar teaching has a complex history, the post-method perspective introduces new considerations that enhance the teaching and understanding of grammar.
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Teachig Grammar in the post-method era
- 1. Sidi Mohamed BenAbdallah University Faculty of Arts and Human Sciences Dhar Mehraz, Fez Applied Language Studies and Research in Higher Education Master Program Teaching Grammar in the Postmethod Era Academic Year: 2015/2016 Presented by: Mohamed Benhima Supervised by: Dr. Ouakrime Mohamed
- 2. Outline Introduction……………………………………………………..…… • I. Background •II. Definitions • III. Ratioales • IV. Post-method parameters to teaching grammar • V. Post-method frameworks to teaching grammar • VI. The implications of teaching grammar in the post method era • VII. The role of grammar in the post-method predicament • VIII. Criticism • Conclusion………………………………………………………… Bibiliography ……………………………………………………..
- 3. I. Background • Grammarhas played a distinctive role in the history of language teaching methods: • Grammar translation; • Direct method; • Audiolingualism; • Cognitive-code method; • TPR (Total Physical Approach); • Functional-notional method; • Communicative method; • Lexical approach; • Task-based, content-based, project-based.
- 4. I. Background • Thus,controversies over the way grammar should be taught have often revolved around: whether grammar should be taught in an inductive way or a deductive way, and implicit or an expliciti way, in context or in isolation, fluency and accuracy. • These issues have remained vexing questions in the history of teaching approaches.
- 5. Cont. • It wasuntil the advent of the post- method condition (Pica, 1999) that these dichotomies in teaching have been substituted by continuums, which in turn have led to a reconceptulization of the approach, the nature of language learning and the nature of language teaching.
- 6. II. Definitions • Aredefinition of language: • Language as system; language is viewed as a set of phohological, syntactic and semantic rules. • Language as discourse; There are three macro- functions of language: the ideational, the interpersonal, and the textual. • Language as ideology: Ideology is “a systematic body of ideas, organized from a particular point of view” (Kress & Hodge, 1979, p. 6).
- 7. III. Rationales Classroom orientedresearch has proven that: • 1) Teachers who claim to teach grammar as prescribed by a certain method do not conform to its theoretical principles or classroom procedures; • 2) Teachers who claim to follow different approaches in teaching grammar often use the same classroom procedures all along; • 3) Teachers who claim to follow the same approach in teaching grammar often use different procedures; • 4) Teachers develop and follow in their classroom a carefully crafted sequence of grammar activities not necessarily followed by any method.
- 8. IV. Post-method parametersto teaching grammar • The parameter of particularity; • The parameter of possibility; • The parameter of practicality;
- 9. V. Post-method frameworksto teaching grammar • The Macro-strategic framework; • (a) Maximize learning opportunities • (b) Facilitate negotiated interaction, • (c) Minimize perceptual mismatches, • (d) Activate intuitive heuristics, • (e) Foster language awareness, • (f) Contextualize linguistic input, • (g) Integrate language skills, • (h) Promote learner autonomy, • (i) Raise cultural consciousness, • (j) Ensure social relevance.
- 10. • The Three-dimensionalframework • The Explicit-Implicit ; • The Analytic-Experiential ; • The Theoretical-Experiential ;
- 11. VI. The implicationsof teaching grammar in the post-method era • According to Lrseen-Freeman (2001), grammar can be taught through a focus on: • Form : e.g, give-up = verb + particle; • Meaning : to stop doing something); • Use: he gave after many trials. (surrender);
- 12. VII. The roleof teaching grammar in the post-method predicament • Pedagogical barriers; • Ideological barriers;
- 13. VIII. Criticism ofthe post-method approach to teaching grammar • It is teacher centred; • It does not provide practical techniques or activities for teaching grammar; • It is no more than a synthesis of the different approaches to teaching grammar; • It has overlapping characteristics;
- 14. All in all,grammar teaching has long been the most distinctive feature in the history of teaching methodology. Grammar teaching controversies have tradtionally revolved around several dichotomies. However, with the advent of the postmethod pedagoy, new dimensions have been added to grammar such as, parameters, frameworks and dimensions that are most of the time a combination of the previous concepts with the addition of the context. Conclusion
- 15. Bibliography • Corder, S.P. (1973). Introducing applied linguistics. Harmondsworth, Middlesex, England: Penguin Books • Kumaravadivelu, B. (2003b). A postmethod perspective on English language teaching. World Englishes, 22, 539–550ching. TESOL Quarterly, 28, 27–48. • Kumaravadivelu, B. (2006). Understanding language teaching: From method to post-method. Lawrence Publishers. • Larsen-Freeman, D. (2000). Grammar: Rules and reasons working together. ESL Magazine, 3, 10–12. • Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Boston: Heinle & Heinle.
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