http://iteps.eu/

input & output

• comprehensible input - Krashen (1985)

• comprehensible output – Swain (1985)

Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.

Swain, M. (1985). Communicative competence: some roles of comprehensible input and output in its development. In S. Gass & C. Madden (eds.), Input in second language acquisitions (pp. 235-53). Rowley, MA: Newbury House.

Minchin, T. (2013, September 25). Occasional address.

[Video file and blog post]. Retrieved from

http://www.timminchin.com/2013/09/25/occasional-address/

Grammar-translation

teachers

• explain grammar rules

• speak L1

students

• translate words and texts

• do grammar exercises

• focus on words and sentences

grammar

• most controversial and least understood

• chains and slots

– We are not at home.

– I am at school.

– She is in the hospital.

– We are satisfied with the explanation today.

Thornbury, S. (1999). How to teach grammar. Harlow: Pearson Education.

grammar

“No man can run speedily to the mark of language that is shackled … with grammar precepts”

Webbe, J. (1622) Grammar as a hindrance to learning Latin. Modern Language notes xxvi(2). Retrieved from http://archive.org/stream/jstor-2916785/2916785_djvu.txt

Grammar-translation

• creates unconfident speakers

• hinders development of

communication skills

• no theory or reserach to support!

Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Education.

grammar

• Easy to teach and easy to test

• Focus on grammar rules can damage communication skills

• Grammar will be picked up through use of language

• Our main aim is to set up an effective language learning process

grammar

• I sleep well

• I am sleeping well

grammar

• I sleep well

• I am sleeping well

grammar

• I sleep well … all the time

• I am sleeping well … for the last few days/weeks/months

Grammar-translation

how much…how many…

more to language than grammar

• Ik ben in het water gevallen

• Ik ben in de sloot gevallen

14

• Ik ben in het water gevallen.

• Ik ben in de sloot gevallen.

• Ik ben in de liefde gevallen.

15

more to language than grammar

• Ik ben in het water gevallen.

• Ik ben in de sloot gevallen.

• Ik ben in de liefde gevallen.

• Ik ben in de aap gelogeerd.16

more to language than grammar

grammar vs vocabulary

I said

“een acorn viel op mijn hoofd”

Trude heard“een eekhoorn viel op mijn hoofd”

“op mijn hoofd heeft een eikel gevallen”

grammar

“I had a lot of real-world material in me, believe you me”

J.K. Rowlings - internationally published author

trust you me

walk you me

build you me

write APA reference for this, available from

http://www.newyorker.com/magazine/2012/10/01/mugglemarch

grammar

Julie Bytheway’s personal belief:

Grammar-rule explanations are like sex education:

answer questions and provide information

as required

write APA reference for this

translate from Dutch into English

Er loopt een rode draad door mijn lessen.

Ein roter Faden zieht sich durch meine Unterrichtsstunde.

Grammar-translation

(A. Koenderink, personal communication, February 21, 2011)

Communicative methods

(A. Koenderink, personal communication, February 21, 2011)

grammar

deductive

rule-driven

inductive

discovery

Thornbury, S. (1999). How to teach grammar. Harlow: Pearson Education

deductive / rule-driven

advantages

• saves time

• respects adult learners

• meets learners’ expectations

disadvantages

• lowers motivation

• too complex for children

• long explanations

• receptive learning

• short-term memory

• learning process = knowing rules

inductive / discovery

advantages

• add to exisiting knowledge

• meaningful

• long-term memory

• active learning, deep learning

• patterns, problem solving

• increases autonomy

disadvantages

• takes time

• incorrect

• long lesson preparation

• language can be difficult

positive and negative

second language

learning experiences