How to teach grammar How to teach grammar from examplesfrom examples

Group members: M98C0206 Group members: M98C0206 曾瀞儀曾瀞儀 M98C0214 M98C0214 林純聿林純聿

M98C0212 M98C0212 林冠志林冠志Adviser:Adviser: 王鶴巘王鶴巘

INTRODUCTIONINTRODUCTION Introduce inductive learningIntroduce inductive learning Pros and cons of inductive learningPros and cons of inductive learning MotivationMotivation

METHODOLOGYMETHODOLOGY Sample LessonSample Lesson a. Lesson 1: Teaching imperative through actionsa. Lesson 1: Teaching imperative through actions b. Lesson 2: Teaching the present simple using realiab. Lesson 2: Teaching the present simple using realia c. Lesson 3: Teaching should have done using a generative c. Lesson 3: Teaching should have done using a generative

situation situation d. Lesson 4: Teaching the difference between past simple and d. Lesson 4: Teaching the difference between past simple and

present perfect through minimal sentence pairspresent perfect through minimal sentence pairs e. Lesson 5: Teaching verbs that take both infinitive and e. Lesson 5: Teaching verbs that take both infinitive and –ing –ing forms, using concordance dataforms, using concordance data

CONCLUSIONCONCLUSION

INTRODUCTIONINTRODUCTION

Inductive learningInductive learning

Inductive learning Inductive learning Rule-discoveryRule-discovery The way one’s first language is acquired.The way one’s first language is acquired. Experiential methods: the Direct Method and the Experiential methods: the Direct Method and the

Natural ApproachNatural Approach Language data is best processed inductively and Language data is best processed inductively and

without recourse to translationwithout recourse to translation

Pros and cons of inductive learningPros and cons of inductive learning

Pros of an inductive approachPros of an inductive approach Rules learners discover for themselves are more likely to fit thRules learners discover for themselves are more likely to fit th

eir existing mental structure that can help students to memorizeir existing mental structure that can help students to memorize the rules more easily.e the rules more easily.

The mental effort involved ensures a greater degree of cognitiThe mental effort involved ensures a greater degree of cognitive depth, which ensures greater memorability.ve depth, which ensures greater memorability.

Students are more actively involved, and thus more attentive aStudents are more actively involved, and thus more attentive and motivated.nd motivated.

It’s an approach that suitable for learners who like challenge.It’s an approach that suitable for learners who like challenge. Through the collaborative learning, learners get extra language Through the collaborative learning, learners get extra language

practice.practice. Greater self-reliance and conductive to learner autonomyGreater self-reliance and conductive to learner autonomy

Cons of an inductive approachCons of an inductive approach Time and energy spent in working our rules may Time and energy spent in working our rules may

mislead students into believing that rules are the mislead students into believing that rules are the objective of language learning, rather than a means.objective of language learning, rather than a means.

The time taken to work out a rule may have been used The time taken to work out a rule may have been used for productive practice.for productive practice.

Students may hypothesize the wrong rule.Students may hypothesize the wrong rule. Heavy demands on teachings in preparing a lesson.Heavy demands on teachings in preparing a lesson. Many language areas resist easy rule formulation. Many language areas resist easy rule formulation. Frustrates students who would prefer simply be told Frustrates students who would prefer simply be told

the rule.the rule.

MOTIVATIONMOTIVATION

According to Harmer(1999), grammar is a set of forms According to Harmer(1999), grammar is a set of forms and rules in a language that can help students to and rules in a language that can help students to generate or create infinitive sentences. Therefore, we generate or create infinitive sentences. Therefore, we though grammar is a basic element learning of though grammar is a basic element learning of languages. Traditionally teaching approach in class, languages. Traditionally teaching approach in class, students study grammar deductively; that is, they are students study grammar deductively; that is, they are given the rules and told to memorize them, and then are given the rules and told to memorize them, and then are asked to apply the rules to other example. It is easy for asked to apply the rules to other example. It is easy for students to forget the grammar rules when students do students to forget the grammar rules when students do not understand the rules. However, students study not understand the rules. However, students study grammar Inductively; that is, students find out the rules grammar Inductively; that is, students find out the rules by themselves that can not only help them memorize the by themselves that can not only help them memorize the rules.rules.

METHODOLOGYMETHODOLOGY

Lesson 1: Lesson 1: Teaching imperative throughTeaching imperative through actionsactions

Teaching approachesTeaching approaches Direct Method:Direct Method:The learners pick up the grammar in much the same way as children The learners pick up the grammar in much the same way as children

require their first language.require their first language. Total Physical Response (TPR):Total Physical Response (TPR):It’s based on the principle that learners learn best when they are whollyIt’s based on the principle that learners learn best when they are whollyengaged ( both physically and mentally )in the language learning process. engaged ( both physically and mentally )in the language learning process.

Teaching procedureTeaching procedureteacher does actions and students should do the same. teacher does actions and students should do the same.

the student perform actions while the rest of the class watch. the student perform actions while the rest of the class watch.

with one student the teacher then demonstrates the meaning of with one student the teacher then demonstrates the meaning of Don’t…by telling the student. Don’t…by telling the student.

the teacher writes down sentences on the board and reads aloud. And the teacher writes down sentences on the board and reads aloud. And students repeat it and write down in their book.students repeat it and write down in their book.

Lesson 1 DiscussionLesson 1 DiscussionLearning a language through actions attempts toLearning a language through actions attempts tosimulate the experience of L1 learning. Childrensimulate the experience of L1 learning. Childrendevelop listening competence in advance of thedevelop listening competence in advance of theability speak, so do L2 learners.ability speak, so do L2 learners.Moreover, learners allow to focus onMoreover, learners allow to focus onunderstanding the input without the requirementunderstanding the input without the requirementto product the output during the silent period.to product the output during the silent period.

Lesson 1 EvaluationLesson 1 Evaluation The E-factorThe E-factorUsing actions to convey the meaning of grammatical items is Using actions to convey the meaning of grammatical items is

highlyhighlyefficient, since it requires little of preparation or translation – efficient, since it requires little of preparation or translation – Direct Method. The proponents of TPR claim that physical Direct Method. The proponents of TPR claim that physical movement engages holistic right-brain processes. At the same time, movement engages holistic right-brain processes. At the same time, for successful L2 learning, they are so lack of the stress connect for successful L2 learning, they are so lack of the stress connect with the pressure to create that accurate sentences reduces. with the pressure to create that accurate sentences reduces. The A-factorThe A-factorTPR activities are probably best used as one of several differentTPR activities are probably best used as one of several differentprocedures, and are suitable for young learner and beginner. For procedures, and are suitable for young learner and beginner. For adult, some advance explanation of the rationale might be a good adult, some advance explanation of the rationale might be a good idea. idea.

Lesson 2: Lesson 2: Teaching the present simple using Teaching the present simple using realiarealia

Realia: Realia: It is a term for real objects that are introduced It is a term for real objects that are introduced into the classroom for teaching purposes.into the classroom for teaching purposes.(ex. pictures of food or real one)(ex. pictures of food or real one)

The teacher shows the collection of objects. Then, she tells themThe teacher shows the collection of objects. Then, she tells them they should work out some characteristics of that object. When they should work out some characteristics of that object. When learners study their object and then pass it on to the other learners study their object and then pass it on to the other students.students.

The teacher teaches students how to use The teacher teaches students how to use s/hes/he. It depends on . It depends on their response the owner is referred to as their response the owner is referred to as s/hes/he. Then, the . Then, the teacher provides vocabulary and students create sentences. And,teacher provides vocabulary and students create sentences. And, teacher correct the error.teacher correct the error.

The teacher highlights the final The teacher highlights the final –s–s, and teach how to use it., and teach how to use it.

Students create a new sentence, and the other students guess Students create a new sentence, and the other students guess the meaningthe meaning..

Teaching procedureTeaching procedure

Lesson 2 DiscussionLesson 2 Discussion Visual aids and realia are useful in that they circumvent the neVisual aids and realia are useful in that they circumvent the ne

ed for translation, and they can communicate a greater range oed for translation, and they can communicate a greater range of meanings than can action.f meanings than can action.

The teacher uses real objects to teach students.The teacher uses real objects to teach students. The teacher provides vocabulary to express their deductions.The teacher provides vocabulary to express their deductions. The language-focus stage may make more or less use of gramThe language-focus stage may make more or less use of gram

matical terminology.matical terminology. The teacher provides sufficient examples for the students to wThe teacher provides sufficient examples for the students to w

ork out the rule through the context.ork out the rule through the context.

Lesson 2 EvaluationLesson 2 Evaluation The E-factorThe E-factorCollecting a sifficiently varied range of objects detracts Collecting a sifficiently varied range of objects detracts from the from the easeease of the approach that relies on realia, but of the approach that relies on realia, butthis is perhaps compensated for in terms of this is perhaps compensated for in terms of efficacyefficacy.. The A-factorThe A-factorAdult learners may be wary of a style of teaching, so the Adult learners may be wary of a style of teaching, so the teacher needs to use realia appropriately for teaching adultteacher needs to use realia appropriately for teaching adultlearners. However, it is very direct way for lower levels and learners. However, it is very direct way for lower levels and younger learners to handle meaning, especially solve problems younger learners to handle meaning, especially solve problems is suitable for serious language learning. is suitable for serious language learning.

Lesson 3: Lesson 3: Teaching should have done using aTeaching should have done using a generative situationgenerative situationSituational Language Teaching:Situational Language Teaching: Generative situation: a situation which the teacher sets up in Generative situation: a situation which the teacher sets up in

the lesson in order to generate several example sentences of a the lesson in order to generate several example sentences of a structure.structure.

Formal rules can be helpful but cannot be substituted for Formal rules can be helpful but cannot be substituted for students' own insight.students' own insight.

Greater tolerance of rules marked a return to a more cognitive Greater tolerance of rules marked a return to a more cognitive approach to language teaching.approach to language teaching.

The situation can be introduced using board-drawings, magazine,The situation can be introduced using board-drawings, magazine,pictures, and so on. The teacher asks students what Andy need pictures, and so on. The teacher asks students what Andy need to go to Australia, and writes down their points on the board.to go to Australia, and writes down their points on the board.

The teacher explains that Andy made no preparations. She asksThe teacher explains that Andy made no preparations. She asksstudents to imagine what happened and construct the story.students to imagine what happened and construct the story.The teacher elicits students to answer the question on The teacher elicits students to answer the question on should should have Vpp..have Vpp..

The teacher write down the sentences and asks students, The teacher write down the sentences and asks students, working in pairs, to pairs, to add further sentences. Individual working in pairs, to pairs, to add further sentences. Individual students read sentences aloud, and the teacher reminds them of students read sentences aloud, and the teacher reminds them of the pronunciation of the pronunciation of should haveshould have

The teacher asks students to make sentences from individual toThe teacher asks students to make sentences from individual to integrate.integrate.

Teaching procedureTeaching procedure

Lesson 3 DiscussionLesson 3 Discussion The above description represents a type of grammar presentation The above description represents a type of grammar presentation

procedure within which there is scope for many variation. The procedure within which there is scope for many variation. The situation could emerge out of a text the students have read or situation could emerge out of a text the students have read or listened to. However it is established, the situation generates several listened to. However it is established, the situation generates several examples of the targeted grammar item.examples of the targeted grammar item.

The teacher aims to involve the learners more actively in the class, The teacher aims to involve the learners more actively in the class, and to monitor their developing understanding of situation and and to monitor their developing understanding of situation and target language. The teacher gives examples, and students works out target language. The teacher gives examples, and students works out the rules.the rules.

In this stage, students picks up grammatical and lexical information In this stage, students picks up grammatical and lexical information easily from the written form. In the example, the teacher makes sure easily from the written form. In the example, the teacher makes sure students understanding of students understanding of should have doneshould have done. However, this is no . However, this is no guarantee that learners will formulate the correct rule. It depends on guarantee that learners will formulate the correct rule. It depends on the learners’ command of terminology.the learners’ command of terminology.

Lesson 3 EvaluationLesson 3 Evaluation The E-factorThe E-factorA situational context permits presentation of a wide range of language items, A situational context permits presentation of a wide range of language items,

servesservesas the a means of contextualizing the language, helps clarify its meaning, and isas the a means of contextualizing the language, helps clarify its meaning, and islikely to be more memorable the grammar rules. All these factors suggest that thislikely to be more memorable the grammar rules. All these factors suggest that thisapproach rates high in terms of approach rates high in terms of efficacyefficacy..If students don’t get the rule or get the wrong rule, this kind of presentation takes If students don’t get the rule or get the wrong rule, this kind of presentation takes more time than an explanation. The teacher spend time on presenting language, but more time than an explanation. The teacher spend time on presenting language, but students hopes to get more opportunities to practice them. Thus, the generativestudents hopes to get more opportunities to practice them. Thus, the generativesituation loses points in terms of its situation loses points in terms of its economyeconomy..Also, it requires the teacher who is able to conjure up situations and who has the Also, it requires the teacher who is able to conjure up situations and who has the time to prepare the necessary visual aids. These factors detract from the time to prepare the necessary visual aids. These factors detract from the easeease of this of thisapproach.approach.

The A-factorThe A-factorThis kind of presentation owes a lot to the fact that it dispenses with the need for This kind of presentation owes a lot to the fact that it dispenses with the need for translation or explanation. However, translation is not feasible with multilingual translation or explanation. However, translation is not feasible with multilingual classes. The situation presentation is still popular and appropriates with youngclasses. The situation presentation is still popular and appropriates with younglearners and beginners. But, it should be used cautiously with learners who are in alearners and beginners. But, it should be used cautiously with learners who are in a hurry.hurry.

Lesson 4: Lesson 4: Teaching the difference betweenTeaching the difference between past simple and present perfectpast simple and present perfect through minimal sentence pairsthrough minimal sentence pairs

The teacher writes down three pairs (a, b) of the sentences The teacher writes down three pairs (a, b) of the sentences and identifies the two verb structures. If students have any and identifies the two verb structures. If students have any doubt, the teacher recaps the rule. doubt, the teacher recaps the rule.

The teacher explains asks students to find the rule by The teacher explains asks students to find the rule by themselves. Next, the teacher explains the past simple andthemselves. Next, the teacher explains the past simple andpresent perfect tense by using the timelines.present perfect tense by using the timelines.

Students do the exercise if they have got the tenses.Students do the exercise if they have got the tenses.

TeachingTeaching procedureprocedure

Lesson 4 EvaluationLesson 4 Evaluation The E-factorThe E-factorThe minimal pairs approach is designed to overcome the lack ofThe minimal pairs approach is designed to overcome the lack ofeconomy. The minimal pairs presentation combines the best economy. The minimal pairs presentation combines the best features of an explanation-driven approach and a discoveryfeatures of an explanation-driven approach and a discoveryapproach. It’s also relatively easy to plan and set up, and isapproach. It’s also relatively easy to plan and set up, and istherefore a useful way of dealing with problems as they arise.therefore a useful way of dealing with problems as they arise.Efficacy, it relies on the choice of example sentences. MoreEfficacy, it relies on the choice of example sentences. Moreproblematic still is the lack of context, which can sometimes leadproblematic still is the lack of context, which can sometimes leadstudents to the wrong conclusion, or, more frustratingly, tostudents to the wrong conclusion, or, more frustratingly, tono conclusion at all. Time spent sorting out wrong hypothesesno conclusion at all. Time spent sorting out wrong hypothesescan cancel out the advantage this approach has in terms of can cancel out the advantage this approach has in terms of economy.economy.

The A-factorThe A-factor

The direct and uncompromising grammar is suitable forThe direct and uncompromising grammar is suitable foradult students who are not deterred by an analyticaladult students who are not deterred by an analyticalapproach to language learning. Students could solve theapproach to language learning. Students could solve theproblems together. Younger learners, or learners whoproblems together. Younger learners, or learners whoprefer a more experiential approach to languageprefer a more experiential approach to languagelearning, may find this approach to grammar dry andlearning, may find this approach to grammar dry andunmotivating. unmotivating.

Lesson 5:Lesson 5: Teaching verbs that take both infinitive Teaching verbs that take both infinitive

and and –ing –ing forms, using concordance dataforms, using concordance data

The teacher gives each three group a different set of The teacher gives each three group a different set of concordance lines. Students find out the rule. The teacherconcordance lines. Students find out the rule. The teachermonitors the group work, offering assistance where necessary.monitors the group work, offering assistance where necessary.

The teacher re-groups the class and asks students to explain toThe teacher re-groups the class and asks students to explain toeach other the patterns of form and meaning that they haveeach other the patterns of form and meaning that they havefound for their particular verb, and students report to the class.found for their particular verb, and students report to the class. The teacher summaries infinitives and The teacher summaries infinitives and –ing–ing by drawing the by drawing the timelines.timelines.

Students discriminates infinitives from –ing by doing exercise.Students discriminates infinitives from –ing by doing exercise.

Teaching procedureTeaching procedure

Lesson 5 DiscussionLesson 5 Discussion

The teacher has decided to split the data analysisThe teacher has decided to split the data analysisTask Task The data could be contrived or simplified ratherThe data could be contrived or simplified ratherthan be authentic, especially for lower levels. Bythan be authentic, especially for lower levels. Byusing the computer, students could get a greaterusing the computer, students could get a greaternumber of concordance examples and examplesnumber of concordance examples and examplescould be instantly resorted according to a varietycould be instantly resorted according to a varietyhof criteria. hof criteria.

Lesson 5 EvaluationLesson 5 Evaluation The E-factorThe E-factorIn common with rule-discovery, it is necessary to balance the In common with rule-discovery, it is necessary to balance the losses and gains. One loss is that students take lots of time to losses and gains. One loss is that students take lots of time to work out the rule, but the gain is that students improve their work out the rule, but the gain is that students improve their understanding. understanding. The A-factorThe A-factorLearners unused to present linguistic data are likely to be Learners unused to present linguistic data are likely to be confused. What’s more, it is tougher and puzzled to work out confused. What’s more, it is tougher and puzzled to work out rules for them. On the other hand, it is comfortable to add more rules for them. On the other hand, it is comfortable to add more motivation for them via using computers. motivation for them via using computers.

CONCLUSIONCONCLUSION

From this chapter we observed the author indicated From this chapter we observed the author indicated many kinds of means the teacher presents pupils with many kinds of means the teacher presents pupils with pre-selected language data and encourages pupils to pre-selected language data and encourages pupils to figure out the rules by themselves. Besides, these figure out the rules by themselves. Besides, these approaches are designed to offset the shortcomings of approaches are designed to offset the shortcomings of deductive. On the other hand, there is the relatively deductive. On the other hand, there is the relatively passive and nonverbal role of pupils by using TPR passive and nonverbal role of pupils by using TPR approach. At the same time, there is the fairly approach. At the same time, there is the fairly teacher-independent and cognitively demanding teacher-independent and cognitively demanding approach via utilizing concordance data.approach via utilizing concordance data.

REFERENCESREFERENCESThornbury, S. (1999). How to teach grammar. Haolow, England: Pearson EduThornbury, S. (1999). How to teach grammar. Haolow, England: Pearson Edu

cation.cation.