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TEACHING THE
LANGUAGE
SYSTEMSGRAMMAR &
VOCABULARY
prakash
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Teaching the language system means that a teacher presents students
with clear information about the language they are learning. It is a
complex task, especially for me, because teacher must show students
what the language means and how it is used, what the grammatical
form of the new language is, and how it is said and written (Harmer,2004).
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Imagine that this cake is a Language.
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In order to study a Language it was subdivided by structuralism in to the
Following parts:
In last two hundredyears there
were 3 important
approaches
of Language
systems, first the
structural, coveredthe study of
Language and
divided it in:
Phonology
Lexis
Vocabulary
Grammar
Then the linguisticsclasified at 3 levels : phonology, morphology
and syntax
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Then the linguisticsclasified at 3 levels : phonology, morphology
and syntax
phonology
morphology
syntax
finally the communicative
approach adds 2 more units
situationaland functional
aspects.
functional
situational
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Phonology
Lexis
Vocabulary
Grammar
morphology
syntaxfunctional
situational
Language
Systems
It is important to know Language Systems because we need to know how a
Language works, how it is formed or constructed.
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Help us to know the sounds of a Language it helps you to
Improve you pronunciation.
It is concerns about Vocabulary words.
Helps you to know how to make sentences!
is the identification, analysis and description of the structure ofmorphemesand other units of meaning in a language such as
words, affixes, parts of speech
http://en.wikipedia.org/wiki/Morphemeshttp://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Affixhttp://en.wikipedia.org/wiki/Parts_of_speechhttp://en.wikipedia.org/wiki/Parts_of_speechhttp://en.wikipedia.org/wiki/Affixhttp://en.wikipedia.org/wiki/Wordhttp://en.wikipedia.org/wiki/Morphemes -
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the rules and principles that govern the sentence structure of any
individual language
This will help you to understand when is proper to use an expression
and what expressions are commonly used in certain situations.
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Grammar and Vocabulary
Teaching in Malaysian ESLclassroom
jacinta
TEACHING METHODS
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Grammar & Vocabulary Teaching in MsianESLclassroom: CLT
KBSM syllabus requires the application of the Communicative Approach or CLT in teaching andlearning English language (Chitravelu, Sithamparam, & Teh 2001).
Hussein, Roslan, Noordin and Chong (2012) state that communicative approach is the mostwidely used approach in many Malaysian classrooms in teaching.
grammar is to be incorporated into four language skills and should be taught in context and ina meaningful way (Ministry of Education, 1990 cited in Chitravelu et al. 2001).
Grammar is considered as peripheral teaching it in isolation is not encouraged but must beintegrated in order to provide meaningful input (Radika Subramaniam & Mahmud Hassan Khan2013).
CLT places less emphasis on overt presentation and discussion over grammar rules.
Supyan Hussin, Noreiny Maarof & J.V.DCruz(2000) ESL teachers who utilised thebehaviourist approach adopt the Direct Method which focus on forms. Teachers use drillingmethod especially in the primary school level, less focus on CLT.
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Blake (2009 in Kasturi Sivabalan 2013) explains that in communicativeapproach, vocabulary is given a secondary position to support functionallanguage use.
Wu (2009 in Kasturi Sivabalan 2013) explains how communicative approachis applied in vocabulary teaching.
First she said that the teachers will instruct and assign students to prepare for thepresentation of their discussion. Thus, the related words are practiced.
She also explains that teachers will explain the word meaning based on the situationsby using role play and reading authentic materials.
Rosmahs (2013) study reveals that teaching English vocabulary usingcommunicative approach to improve the students vocabulary mastery waseffective.
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Grammar and Vocabulary teaching: methods,approaches and strategies
Web-based (Faizah Mohamad 2009)
Internet-based grammar instruction (IBGI) vs Conventional Pen & Board Instruction (CPBI)
Study supports empirical claims that the Internet is a useful tool in teaching grammar
Game-based
Enhancing grammar using board games (Tengku Nazatul Shima & Rahmah Lob Yusof 2012) Creates excitement and reduces fear
Media-based
Teaching vocabulary through music and songs (Kasturi Sivabalan 2013)
Vocabulary learning through vocabulary scrapbook (Ann Rosnida Mod Deni et al 2007)
Learner-based
Teach vocabulary learning strategies to learners (Azadeh Asgari & Ghazali Mustapha 2011)
learning words through reading, use monolingual dictionary, use various English language
media and applying new English word in daily conversations.
Strategies related to memory and metacognitive are popular strategies.
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TEACHING THE LANGUAGE
SYSTEMS:GRAMMAR &VOCABULARYISSUES & CHALLENGES
joscyln
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TEACHING GRAMMAR
Language Transfer
Interlingual interference usually occurs during the transfer of
learners first language patterns into those of the secondlanguage
the grammatical structures of the first language tend to betransferred to the second language
first language interference is manifested at the levels ofphonology, lexis, syntax and semantics.
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Faulty application of rules
those learners who are ignorant of the specific rules ofgrammar would eventually generalize
For example, the tendency to add theedmorpheme to any
word in the past tense often leads to some wrong forms.
Such rules should therefore be carefully presented andfollowed up with constant practice and reinforcement inside
and outside of the classroom.
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Faulty instructional materials and techniques
Teachers use of the first language to communicate ideas inthe second language does not facilitate the learning ofsecond language and its grammar
A teachers technique of teaching can be said to be faulty ifhe or she fails to make use of instructional materials wherethey are required
drilling exercise and teacher-fronted explanation
teachers teach too many grammatical skills to students throughconstant drilling on past year examination questions, worksheetsand exercise books
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The inconsistency in the orthography of English
This is a prominent problem because of the defect in theEnglish alphabet and sounds.
However, the art of spelling can be perfected through
constant practice and reading.
Learners should be encouraged to use the dictionary when indoubt about spelling of any word.
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TEACHING VOCABULARYwhat to teach
Ur (1996) as cited in the same study stated that thereare six vocabulary items must be taught to the students:
The form of the vocabulary (pronunciation and spelling)
Grammar form (irregular or regular)
Collocation
Aspects of meaning (connotation)
Meaning relationships (synonyms and antonyms)
Word formation
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The study further stated that vocabulary learning depends
on the learnersstrategy and motivation towards learningnew words.
According to Mohammad Reza et. al., the basic factors forvocabulary learning which are important and should be
emphasized are: The purpose of vocabulary learning
The real needs of vocabulary learning
The repetition and frequent exposure of vocabulary learning
The presentation of vocabulary learning needs to be meaningfuland clear
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how to teach
One thing for sure is that the major way in which vocabularyknowledge is increased is by learning through context.
Learning through context or the written language normallycontains enough proportion of difficult or easy words forlearners to be exposed on.
incidental learning
reading plus vocabulary enhancement activities
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norin
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1)Original Video and Sound Effects
by Yassaei (2012)
Used the pictures-less technique (listening to the audio
before watching the video)
Taught modals of speculation
Other variation are different grammar points, teaching
vocabulary and teaching writing
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2)Using Simple Poems by Hawanum (2004)
Obj: Adj, adj after linking verbs, basic sentence structure
dictionary usage
Adjective Poems (Give students the pattern)
e.g.: L1: Noun
L2: Same noun + is or are + adj.
L3: Same noun + is or are + adj1, adj.2
L4: Is or are + adj1, adj2, adj3
L5:Adj1, adj2, adj3,adj4
L6: New related noun
Finished Poem
L1:Coffee (title)
L2: Coffee is bitter
L3: Coffee is bitter, marvellous
L4: Is bitter, marvellous, satisfying, splendid
L5: bitter, marvellous, satisfying, splendid
L6: Coffee Bean
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3) Using Games Yolageldili & Arikan (2011)
Findings:
Teachers believe that games are fun & havepedagogical value
Games provide opportunities to show their skills
not only in grammar but other language areas too An alternative to teach grammar but not use games
to break down boredom
Games should be given a special role in a foreign
language teaching programme
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Some examples of language games by ClaudiaPesce
1) Timelinepast perfect tense
2) Action! regular and irregular verbs
3) Celebrity Profiles verb tense
4) Celebrity Photos
comparative andsuperlatives
5) A or An? article