Teaching grammar communicatively to adult ELLs

1. www.nvcc.edu/workfo

2. EDUC 1820:
Teaching Grammar
American Culture & Language Institute, TESOL Certificate Program
Northern Virginia Community College
www.nvcc.edu/workfo

3. Overview
• Approaches to Teaching Grammar
– Grammar in earlier language-teaching approaches
– Contemporary views of grammar instruction
• Grammar Structure and Language Function
• Teaching Grammar Implicitly vs. Explicitly
• Put it into Practice
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4. Reflection and Discussion
• When and where did you learn grammar
(English or other languages)?
– Do you remember how it was taught?
– Did learning grammar improve your fluency/ability
to use the language to communicate?
• What do you think is the most effective way to
teach grammar?
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5. Earlier Grammar Approaches
Approach/Method
Grammar-Translation
Method
(1800-mid 1900s)
Advantages
•
•
Explicit teaching of
grammar rules
Attention paid to
lang. forms
Limitations
•
•
•
Direct Method
(early 1900s)
•
•
•
Grammar taught
explicitly
Lessons begin with
a story
Use of visuals to
convey meaning
•
•
No communicative
practice
Reliance on
translation
Focus on reading
Inductive
presentation is
unsuitable for Ss
who need rules
Minimal reading and
writing
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6. Grammar Translation Activity
• Instruction and grammar explanations occur
only in the L1.
• Production occurs through translation from L1
to L2.
– Hast du mein Buch?
– Do you have my book?
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7. Earlier Grammar Approaches
Approach/Method
Audiolingual Method
(1950s-1970s)
Advantages
•
•
•
Emp. on oral
production
Teacher models
pronunciation
Use of drills to
reinforce grammar
patterns
Limitations
•
•
Rote exercises
reduce cognitive
engagement
Activities designed
to prevent learner
errors = reduced
negotiation of
meaning
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8. Audiolingual Approach Activity
• Drills using target grammar.
–
–
–
–
–
–
Teacher says: TV
ELLs say: TV
Teacher: watching TV
ELLs: watching TV
Teacher: She is watching TV.
ELLs: She is watching TV.
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9. Earlier Grammar Approaches
Approach/Method
Advantages
Limitations
Cognitive Approach
(1970s)
•
Grammar must be
•
taught inductively or
deductively
•
Natural Approach
(1980s)
•
Language is
presented in a
“natural” sequence
•
•
Emphasis on
analyzing structure
Reduced
communicative
practice
Grammar not
explicitly taught
Focus on input
(listening) can delay
output (speaking)
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10. Cognitive Approach Activity
• Focus on structure first: Comparatives
big
cheap
small
bigger
cheaper
smaller
• Focus on memorizing irregular forms.
good
better
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11. Current Grammar Approach
Approach/Method
Communicative
Language Teaching
(1970s-Today)
Advantages
•
•
•
•
•
Communication is the
•
goal
Emphasis on
meaningful interaction
Course includes
language functions
Use of authentic texts
and contexts
Grammar is taught after
context is presented
(Focus on Form)
Limitations
Student buy-in can
be limited initially
as there isn’t the
focus on rules first
- Savage, Bitterlin, & Price, 2010
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12. Communicative Language Teaching Activity
• Dialog substitutions with photographs
– Student 1 shows a photograph & asks a question
to elicit the target grammar:
• What’s Brian doing?
– Student 2 answers the question using the same
target grammar:
• He’s walking his dog.
– Students switch roles after 5 turns.
– Teacher notes errors and follows up with a Focus
on Form.
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13. Not ALL Grammar Matters
“As teachers, we need to be aware of how the
language is changing and adjust our grammar
syllabus to reflect those changes. We should
avoid spending time on grammar that is not
commonly used.”
- Savage, Bitterlin, & Price, 2010
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14. Grammar Structure
& Language Function
• How do people in the students’ environment
actually use the grammar?
• How frequently is the grammar used?
• Does the grammar occur in all four skill
areas?
– Spoken and written grammar are different.
• Is grammar essential to conveying meaning?
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15. Identify the Environments
The environment impacts the grammar we teach.
• Where do students
speak English?
–
–
–
–
Community
Work
School
Home
• With whom do they
speak English?
–
–
–
–
–
Co-workers
Friends
Teachers
Children
Teachers
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16. Function-Based Grammar
The students’ functions impact the grammar we teach.
Language Function
Grammar Structure
Describe past activities
Past tense
Request permission/information
Modals can (informal) or may
(formal)
Give directions
Imperatives
Describe future wishes
Future tense
Ask questions
Wh/How word order
Give advice
Modals should or ought to
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17. Frequency of Use
The frequency of exposure to/use of English impacts
the grammar we teach.
Frequency in Speech
Grammar Structure
Frequent exposure
be going to + verb
Some exposure
will + verb
Little exposure
be + verb + -ing
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18. Conveying Meaning
Teach grammar that has the greatest impact on
meaning in the mode students use most often.
Impact on Speech
Grammar Structure
Greatest Impact: Verb tenses
Past tense verbs
Present tense verbs
Future tense verbs
Smaller Impact: Third person
singular verbs
Verb + -s
Smallest Impact: Case
Unreal conditional
Subject: who Object: whom
If I was vs. If I were
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19. Teaching Implicitly or Explicitly?
• Implicit teaching exposes ELLs to material
containing the target grammar = context.
– Helps teacher and students identify what the ELLs
already know.
• Explicit teaching exposes ELLs to grammar
without context. Assumes students do not
know the target grammar.
– Less effective at identifying what ELLs know.
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20. Teaching Implicitly or Explicitly?
(cont.)
• Language level
– Grammar terminology doesn’t help ELLs
write/speak.
– It helps them talk about the structure.
• Educational background
– Have they learned grammar in their L1?
– Do ELLs use the same terminology?
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21. Teaching Implicitly or Explicitly?
(cont.)
• Goals for studying English
– Employment or higher ed?
• Hybrid approach of implicit and explicit meets
most ELLs’ needs:
– Introduces the grammar implicitly in context
– Follows with explicit explanation/correction based
on ELLs’ production.
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22. Teaching Grammar Implicitly
• Promotes fluency.
• Pretask:
– Students view, listen to, or read material
containing the target grammar
• teacher created or student created
• photographs, podcasts, fiction/non-fiction
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23. Teaching Grammar Implicitly (cont.)
• Task:
– Students identify and interact with the target
grammar:
•
•
•
•
Tell a story about the photograph.
Circle the past tense verbs.
Correct the past tense verb errors (orally or in writing).
Write a paragraph about your last weekend.
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24. Teaching Grammar Implicitly (cont.)
• Post Task:
– Focus on Form:
• Respond to any errors created.
• Provide a clear explanation with examples from Task.
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25. Put it into Practice
• Work in pairs/small groups to create a 10 min
mini lesson
– Focus on one grammar point.
– Consider how you will group students (pairs, small
groups)
– Consider how you will assess what students have
learned.
• Teach us!
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26. Useful Sources
• Grammar Practice Activities, Ur 1988
• Teaching Grammar in Adult ESL Programs,
Savage, Bitterlin, & Price 2010
• www.azargrammar.com/materials/FWG_TOC
.html
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