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TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

TOPIC 1 INTRODUCTION TO GRAMMAR

1.0 SYNOPSIS

Topic 1 provides input on the teaching of grammar in the Primary School. It also

discusses the different meanings and definitions of grammar. In addition, it willo

compare and contrast between fluency and accuracy, grammar for young

learners and the place of grammar in the primary classroom.

1.1 LEARNING OUTCOMES

By the end of Topic 1, you will be able to:

Demonstrate an understanding of the meanings and definition of grammar.

Demonstrate an understanding of an overview of Teaching of Grammar in the

Primary School

1.2 FRAMEWORK OF TOPICS

CONTENT

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SESSION ONE (3 Hours)

1.3 Introduction to grammar

Grammar is central to the teaching and learning of languages. It is also one of the

more difficult aspects of language to teach as well. Grammar is partly the study of

what forms (or structures) are possible in a language, All language in use can be

analysed at each of the four levels; sound, word, sentence and text. These rules tell

the speakers

how to pronounce syllables (phonology),

how to form words (morphology),

how to structure sentences (syntax) and

what style of language to use in a given context (pragmatics).

These are the forms that language takes. The study of grammar consists, in part, of

looking at the way these forms are arranged and patterned. Thus a grammar is a

description of the rules that govern how a language’s sentences are formed.

1.3.1 Meanings and definition of grammar

Grammar according to Rutheford (1987) is “a necessary component of any language

teaching programme” (p.9), and thus plays an important role in language teaching.

However, the focus on grammar in language teaching was challenged with the

emergence of teaching methodologies based on different learning theories, Such a

challenge influenced not only the content and the curriculum in language teaching,

but also the implication for teaching grammar. Thus, a fresh look at grammar was

necessary causing linguists and language educators to rethink the status of grammar

in language teaching and learning. This led to a constant debate among language

educators and linguists regarding the nature and type of grammar instruction, which

affected the understanding of how second languages should be taught or learned.

There are various definitions of grammar. Among them are;

Grammar can be defined as a description of the structure of a language and the ways in which units such as words and phrases are combined to produce sentences in the language

(Dictionary of Applied Linguistics)

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Grammar is roughly defined as the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning.

( Ur, 1994)

Grammar is generally thought to be a set of rules specifying the correct ordering of words at the sentence level.

(Nunan, 2003)

Grammar is the system of rules governing the conventional arrangement and relationship of words in a sentence.

(Brown, 2007)

Grammar is a description of the rules that govern how a language’s sentences are formed.

(Thornbury, 2008)

From the various definitions of grammar we can deduce that grammar is partly the

study of what ‘forms’ are possible. Basically, a language consists words and sounds

(when spoken). This can be analysed at each of the four levels; text, sentence, word

and sound. These are the forms that they take. A study of grammar looks at the

way these forms are arranged and patterned. Look at the following example:

This is 0153456789. We are not at home right now. Please leave

a message after the beep.

If you change the order of the sentences you no longer have a well-formed

answerphone message. For example:

Please leave a message after the beep. This is 0153456789.

We are not home right now.

Likewise at the sentence level, there is a fairly fixed order of words that form a

sentence.

Beep after a leave the please message.

At the word level;

peeb

Grammar explains why the following sentences are acceptable:

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We are not at home right now.

Right now we ar not at home.

The system of rules that cover the order of words in a sentence is called syntax.

Syntax rules disallow;

Not we at right home now are.

The system of rules that cover the formation of words is called morphology.

Morphology rules disallow;

We is not at home right now.

(Adapted from Thornbury, 2012)

Grammar is conventionally seen as the study of the syntax and morphology of

sentences. The ability to recognise and produce well-formed sentences is an

essential part of learning a second language.

However, in certain situation a sentence may not make sense if only the form

is correct, but it does not convey meaning. Take the following example;

This is 0153456789. We are at home right now. Please leave a message after the beep

Grammar communicates meanings – meanings of a very precise kind. Principally,

grammar convey two kinds of meanings:

representation – that is, grammar enables us to use language to describe the

world in terms of how, when and where things happen, and

interpersonal – that is, grammar facilitates the way we interact with other

people when, for example, we need to get things done using language.

1.3.2 Fluency versus Accuracy

The aim of the communicative approach is to get students to use language to

communicate efficiently and to seek information, give information, solve a problem

etc. A classroom activity may aim either at accuracy or fluency, a distinction first

made by Brumfit (1984).

An accuracy-oriented activity such as pattern drills is usually used in the teaching

of a new target item; A fluency-oriented activity such as extensive reading and

information gap aims to develop the students' spontaneous communications skills in

using what they have already learned.

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Accuracy activities:

● Purpose: the primary purpose is to help students achieve accurate perception

and production of a target item which can be a sound, a word, or a sentence

structure.

● Material: the texts are usually composed of separate items; the target items

are usually practised out of context or situation;

● Activities: students' attention is focused on a particular target item; their

output is usually predictable; their performance is assessed on how few

language mistakes are made; students' errors are corrected; tasks do not

usually simulate real-life situations.

ISSUE: do you teach accuracy or fluency first?

Accuracy

To achieve accuracy

Advantage: produce students who can reproduce accurately sentences learnt

Disadvantage: May not be effective in communicating the language in real life

situations.

● Purpose: the primary purpose is to help students practice language in

Lisstening, Speaking, Reading and Writing activities to so develop fluency in

using the language in spontaneous communication.

● Material: the texts are usually whole pieces of discourses: conversation,

stories, etc.; texts are usually authentic and used as they would be in real life.

● Activities: students' attention is focused on communicating information and

expressing ideas; their output may not always be predictable; their

performance is assessed on how well ideas are expressed or understood;

students' errors are not corrected unless it interferes with communication;

tasks often simulate real-life situations.

1.3.3 Grammar for Young Learners

The age of our students is a major factor in our decisions about how and what to

teach. People of different ages have different needs, competences and cognitive

skills (Harmer, 2005). Harmer (2005) further explains that young learners learn

differently from older children, adolescents and adults among others in the following

ways;

They respond to meaning even if they do not understand individual words.

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They often learn indirectly rather than directly – taking every information

around them rather than focussing on the precise topic being taught

Their understanding comes from explanation as well as from what they see

and hear and interact with.

They find abstract concepts such as grammar rules difficult to grasp

They have a limited attention span; unless activities are extremely engaging,

they can get easily bored, losing interest after ten minutes or so.

In relation to the teaching of grammar for young learners, explicit grammar teaching

is more effective at the intermediate to advanced levels than beginning levels

(Brown, 2007). This is because incidental focus on form is valuable as it treats

errors that occur while learners are engaged in meaningful communication. This

corrective feedback can facilitate acquisition if it involves a mixture of implicit and

explicit feedback.

1.3.4 The place of grammar in the Primary classroom

(a) The KBSR syllabus

As stipulated in the curriculum spesifications for the primary school, the English

Language lesson aims to equip pupils with skills and provide a basic undrstanding of

the English language so that they are able to communicate, both orally and in

writing, in and out of school.

Objectives of the KBSR Syllabus

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i) listen to and understand simple spoken English to be able to function in

common everyday situations;

ii) speak and respond clearly and appropriately in common everyday

situations using simple language;

iii) to read and understand different kinds of texts (from print and

electronic sources) for enjoyment and information;

iv) write (including e-mail) for different purposes using simple language;

and

v) show an awareness and appreciation of moral values and love towards

the nation.

(b) The KSSR Syllabus

Under the KSSR syllabus, primary education is divided into two stages, Stage One

referring to Years 1, 2 and 3 and Stage Two, Year 4, 5 and 6. In Year 1 and 2, the

English language curriculum emphasises on the pupils’ development of basic

language skills in building the proficiency in the language. Grammar is only

introduced from Year 3 onwards.

KSSR ENGLISH

KSSR States that:

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“By the end of Year 6, pupils should be able to: … use correct and appropriate rules of grammar in speech and writing.”

The following diagram shows the conceptual framework of the curriculum model.

THE MODULAR CONFIGURATION

Objectives Of the KSSR

By the end of Year 6, pupils should be able to:

i) communicate with peers and adults confidently and appropriately in

formal and informal situations;

ii) read and comprehend a range of English texts for information and

enjoyment;

iii) write a range of texts using appropriate language, style and

form through a variety of media;

iv) appreciate and demonstrate understanding of English language

literary or creative works for enjoyment; and

v) use correct and appropriate rules of grammar in speech and

writing

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CURRICULUM ORGANISATION

The Standard-Based English Language Curriculum for Malaysian National Primary

Schools (SK) is designed to provide pupils with a strong foundation in the English

language. It is stipulated in the KSSR syllabus that teachers should use Standard

British English as a reference and model for teaching the language. It should be

used as a reference for spelling and grammar as well as pronunciation for

standardisation.

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