1. Methodological Options in
Grammar Teaching
Materials
Rod Ellis(2002)
Yu Tamura
EFL 527
March 14, 2012

2. Outline
1. Introduction
2. An analysis of methodological options in grammar practice
books
3. Discovering about grammar
4. Noticing grammatical features
5. Input-processing instruction
6. Some illustrate teaching materials
7. Conclusion

3. Introduction
 What methodology for teaching grammar do grammar
practice books employ?
 What is the empirical / theoretical basis for the chosen
methodology?
 Key words: “implicit” / “explicit” grammar teaching

4. An Analysis of Methodological Options
in Grammar Practice Books
 Investigate 6 grammar practice book
 Choose one unit which deals with the present continuous tense
 Table 9.1 indicate the result

5. Methodological
options
Explicit
Data Operations
descriptions
Supplied Source Text size Medium Production Reception Judgment
Discrete
Discover Authentic Written Controlled Controlled Judge only
sentences
Contrived Continuous Oral Free Automatic Correct

6. An Analysis of Methodological Options
in Grammar Practice Books
 Two predominant features
 Explicit description supplied
 Controlled production
 Less common features
 Discover
 Data
 Reception
 judgment

7. An Analysis of Methodological Options
in Grammar Practice Books
 “Grammar constitutes a “content” that can be transmitted to
students via explicit descriptions and a “skill” that is
developed through controlled practice”(p.161)
rethought
 The importance of
 discovering grammar rule
 Noticing grammatical features
 teaching grammar through input-processing

8. Discovering About Grammar
 Two key issues
 The role of explicit knowledge in SLA
 The value of discovery as a general method of learning
 Implicit and explicit knowledge Implicit and explicit learning
 A problem in teaching implicit knowledge
 Production practice doesn’t work.
 Solution make explicit knowledge
1. explicit knowledge can be acquired in any order
2. L2 learners have the ability to master complicated explicit
knowledge.
3. Explicit knowledge facilitates the process involved in the use
and acquisition of implicit knowledge.

9. Discovering About Grammar
 How explicit knowledge can best be taught?
1. Direct instruction: explicit explanation
2. Indirect instruction: discovery-based recommended
 Why?
1. Motivating
2. Encourage students to form and test hypotheses about the
grammar of the L2
3. Lead to powerful insights about the grammar of a language
4. Train to be a successful language learner
5. “Communicating”

10. Noticing grammar features
 The data options are rarely shown in the grammar practice
book. few opportunities of “enhanced input”
 L2 acquisition begins with input.
 Necessity of noticing( consciousness attention)
 Some studies shows that enriched input has little effect on
language acquisition.
Further research is needed.
 Identify the kinds of enriched input which works best
 How to measure the effect of noticing
 Discrete sentences vs. continuous sentences
 Written vs. Oral
Not empirically tested .

11. Noticing grammar features
 Teaching options
 Data (analyzing) → explicit rule
 Explicit rule → data (noticing)
 Data (analyzing) →explicit rule → data (noticing)

12. Input-processing Instruction
1. Teach Only one thing at a time.
2. Keep meaning in focus.
3. Learners must do something with the input.
4. Use both oral and written input.
5. Move from sentences to connected discourse.
6. Keep the psycholinguistic processing strategies in mind.

13. Input-processing Instruction
Improve
Input-
Explicit comprehension
processing
instruction of target
instruction
structure

14. Some Illustrative teaching materials
 Involving learner judgment or discrimination.
 Task which requires leaners to perform or solve a problem.
 Aim in raising learners’ consciousness about grammar

15. Conclusion
 Tradition in grammar practice book
 Give explicit descriptions
 Controlled production exercise
 The role of SLA theory and research
 Suggestions
 Discovery-typed grammar tasks
 Consciousness raising
 Input-processing tasks
 SLA is not absolute.
 Teaching materials would play important role in language
teaching

16. Discussion Question
 What methodological options did you use in your micro
teaching in this class?
 Do you usually think of what methodological options you use
and why or what for you choose that options?
 How do you teach with a “traditional” textbook which mainly
consists of explicit explanation and controlled production
task?