Incoming and Outgoing Shipments in 1 STEP Using Odoo 17
To Teach or Not to Teach Grammar
1. University of Salahaddin
College of Basic Education/ English department
MA in TESOL
To Teach or Not To Teach Grammar
Zana M. Abbas
Sarok_85@yahoo.com
2. Seminar Outline
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Antagonists to teaching grammar
Protagonists to teaching grammar
Approaches to teaching grammar
Advantages of using inductive approach
Disadvantages of using inductive approach
3. Objectives
• Why should we teach grammar
• Why should not we teach grammar
• Be familiar with approaches to teaching
grammar
• Be familiar with the positive and negative
sides of inductive approach.
4.
5. Antagonists to teaching grammar
• grammatical features are acquired
unconsciously as it contributes a little to SLA
(Ellis, 1997).
• grammatical competence is only acquired if
learners are exposed to comprehensible and
meaningful input (Sugiharto,2005).
6.
7. Protagonists to teaching grammar
• grammar facilitates the acquisition process
and it is not acquired by exposing learners to a
comprehensible input (Celce- Murcia,1991).
• grammar is significant as it helps learners to
communicate accurately and meaningfully
(Widodo, 2006).
• Learners expectations
9. 1. Deductive approach: is rule-based and students
are given grammatical rules.
2. Inductive approach: students are not taught
grammatical rules directly but are left to
discover rules themselves.
3. Seductive or Guided discovery approach: lies
between the inductive and deductive
approaches, which mingles the best from each.
It is a modified pure-inductive approach.
10. Benefits of inductive approach
1.
2.
3.
4.
5.
Retain the language better
student-centered or STT
active learners
engages students’ pattern-recognition
opportunities to practise the language.
11. Drawbacks of inductive approach
1. Time-consuming
2. Requires teachers to work hard and plan
appropriate activities.
3. frustrate the students with their own
learning styles
12.
13. References
Baker, J. & Westrup, H. (2000) The English
Language Teacher’s
Handbook. How to teach large classes with few resources.
London: Continuum.
Brown, H. D. (2007) Principles of Language
Teaching. Pearson Education, Inc.
Learning
and
Carter, R. & Nunan D. (2001) The Cambridge Guide to Teaching
English to Speakers of Other Languages.
Cambridge:
Cambridge University Press.
Scott, V.M. (1990) ‘Explicit and Implicit Grammar
Teaching
Strategies: New Empirical Data’. The
French Review. 63 (5),
pp. 779-789.
14. Celce-Murcia, M. (1991) ‘Grammar pedagogy in second and foreign
language Teaching’. TESOL Quarterly. 25, pp. 459-480.
Ellis, R. (2006) ‘Current Issues in the Teaching of Grammar: An SLA
Perspective’. TESOL Quarterly. 40(1), pp. 83-107.
Sugiharto, S. (2005) ‘Why We Should Teach Grammar: Insights for EFL
Classroom Teachers’. Indonesian Journal of English Language
Teaching. 1(1), pp. 22-32.
Widodo, H.P. (2006) ‘Approaches and procedures for teaching
grammar’. English Teaching: Practice and Critique. 5(1), pp.122-141.
