How to Teach Grammar

Mathla’ul Anwar UniversityBy: INDRA

TEACHING AND LEARNING STRATEGY

THE PLACE OF GRAMMAR

Grammar is the system of rules governing the convetional of word and

relationship of word in a sentence.

Grammatical competence occupies prominent position as a major

component of communicative competence.

Grammar is one of the dimentions of language .

Gammar

Smantic

Pragmatic

s

TO TEACH OR NOT TO TEACH

Appropriate

grammar-

focusing

techniques:

Are embadded meaningful, communicative context,

Contribute positively to communicative gouls,

Promote accuracy within fluent, communicative language,

Do not overwhelm students with linguistic terminology,

Are as lively and intrisically motivating as possible.

s

TO TEACH OR NOT TO TEACH

Rod Ellis (2006,pp.102-103) offered some of his own answers to cuestions

about when and how to tech grammar, which are capsulized here:

o Both form and meaning should be emphasized; learners need to have

the opportunuty to practice forms in commucative tasks.

o Focus more strongly on forms that are problematic for learner.

o Expiscit grammar teaching more effective at intermediate to

advanced than beginning level

o Attend to both input-based (conprehension) and output-based

(production) grammar

s

TO TEACH OR NOT TO TEACH

o Both deductive and and inductive approches can be useful, depending

on the contex and purpose of instruction.

o Incidenttial focus on form is valueable in that it treat error that occur

while learner are engaged in meaningful communication.

o corrective feedback can facilitate acquisition if it invlove a maxture of

implicit and explicit feedback.

o Separate grammar lassons (focus on form) and grammar integrated

into activities (focus on form) are both viable, depending on the

context.

s

TO TEACH OR NOT TO TEACH

Six Variables

AGE

Proficiency level

Proficiency level

Educational Background

Language Skill

Need and Goals

Style (register)

The Way of viewing the role grammar in teaching language

s

GRAMMAR TECHNIQUES

s

GRAMMAR TECHNIQUES

Chart

Chart and grafics are useful devices for practicing patterns,

clarifying grammatical relationships, and even for

understending sociolinguistic and discouse constraints

Past

Tense

Future

Tense

Present

Tense

Exampl

e:

Contineues Tense

FutureContineues

Tense

Objects

Exampl

e:

• Living up to the context.

• Provide a cinestetic.

• Engaging students in conversation aech other.

• Stimulute Students.

GRAMMAR TECHNIQUES

• I read book

every day

• I reading book

now

Present

Tense

Contineues

Tense

• I read book

yesterday

Past

Tense

Maps

GRAMMAR TECHNIQUES

Drawing

&

• Useful for jigsaw information-gap, and other interactive

techniques.• Serve to ilustrate certain grammatical structures.

For example maps can stimulate learner’s use of

• Preposional phrase (up the streat, on the left, over the

bill, etc). • The circle is in the center

of the paper

• The diamon is directly

above the circle

• The tringle is in the lower

left-hand corner

• The squire is to the right

the circle

Dialogues

GRAMMAR TECHNIQUES

Dialogues are an age-old techniques for introductioning

and prectical grammatical points.

Exampl

e:

David : Can I speak to Lissa, please.Lissa : Yes, I am. David : Lissa. Where will you go tomorrow?Lissa : No, I’ll stay at home.David : Can you accompany me to buy book?Lissa : Of course, I can. What time will you pick up me?David : Ok, I’ll pick up you at 2 pm.Lissa : Ok.David : See you tomorrow, Lissa.Lissa : Bye

Conversation Practice: Buying Book

Other writing

texts

GRAMMAR TECHNIQUES

At the vary simple, mechanical level, a short pharagraph

can become an exercise in processing select verb tensis.

Exampl

e:

What aobut you ?

What are you doing every

day ?

What are you doing right noe ?

THANK YOU

“Reading is the window

of world”