teaching grammar aeltt meeting algiers may 21 st2016.ppt

8/16/2019 teaching Grammar AELTT meeting Algiers May 21 St2016.ppt

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What do teachers see as priority to

teach while planning their lessons?

3’reflection



Is grammar important?

Does grammar matter - Andreea S. Calude.mp4



Do you remember your first teacher of English?

Do you remember your first grammar lesson with him or her?

How did your teacher of English use to teach you grammar?

5’ discuss with your colleague



Why do learners fear grammar?



“Grammar is partly the study of what forms (or

structures) are possible in a language.

Thus, grammar is a description of the rules that

govern how a language’s sentences are formed”

(Thornbury, 1999.

Harmer (1987: 1) defines grammar by saying

“The grammar of a language is what happens to

words when they become plural or negative, or



How to teach

Grammar?

• In the case of grammar teaching there are

two main approachestwo main approaches.

• These are deductive approach anddeductive approach and

inductive approach.inductive approach.

• Deductive and inductive approaches have

the common goal of teaching grammar

they separate from each other in terms

of way of teachingway of teaching.



1. A Deductive ApproachA Deductive Approach

Deductive teaching is a traditional approachtraditional approach in which information about

target language and rulestarget language and rules are driven at the beginning of the class and continued

with examples.

The principles of this approach are generally used in the classes where the main

target is to teach grammar structuresteach grammar structures. For instance, these principles are

convenient for the classes that grammar translation method is

applied(Nunan,!!".#ccording to Thornbury$s three bacic principlesthree bacic principles a deductive lesson starts

with %

1.1. presentationpresentation of the rules by the teacher.

&. 'econdly teacher gives examplesgives examples by highlighting the grammarhighlighting the grammar

structures.structures.

. Then students ma)e practisepractise with the rulesrules and produceproduce their ownown

examplesexamples at the end of the lesson (Thornbury, !!!".



2. An nductive Approach

Nunan (!!!" identifies inductive approach as a processprocess where

learners discoverdiscover the grammar rules themselvesthemselves by examining the

examples.

In a inductive approach it is also possible to use a context foruse a context for

grammar rules.grammar rules. That is to say, learners explore the grammarlearners explore the grammarrules in a text or an audio rather than isolated sentencesrules in a text or an audio rather than isolated sentences.

Thornbury (!!!" notes that in an inductive approach learners are provided with samplessamples which include the target grammartarget grammar that they

will learn. Then learners work on the examples and try to discover

the rules themselves. *hen students obtain the grammar rules and

they practice the language by creating their own examples.



!H" #A$ D%%"&"$'"( )"!*""$ A D"D+'!,"

A$D A$ $D+'!," A--&A'H $ G&A##A& !"A'H$G

+ A deductive and an inductive approach basically differentiate in%

+ 1/ lesson procedures

2/ learner roles

0/ teacher roles

/ usage of meta language in the teaching process.



A deductive approach is based on

.The top/down theorytop/down theory which the presentation and explanation ofgrammar rules ta)e the presence over teaching.

&. The language is taught from the whole to partswhole to parts so learnersunderstand the grammar rules and structures firstly.

. Next, they see the examplessee the examples provided by teacher and finally they

begin to produce their own examplesproduce their own examples.



n contrastn contrast

An inductive teaching is based onAn inductive teaching is based on%%

!he bottom/up theory!he bottom/up theory which accepts the view that language learners

tend to focus on parts rather than the wholefocus on parts rather than the whole. For this reason teaching

process begins with a text, audio or visual in a context ( -- or -D- begins with a text, audio or visual in a context ( -- or -D-

frame wor)s"frame wor)s"

& 'econdly learners wor) on the material to find the rules themselvesto find the rules themselves ,

In the finalfinal stage, they give their own examplesgive their own examples. (/loc), &00"



ProsPros andConsof

Inductive grammar



PROSPROS OF INDUCTIVE GRAMMAROF INDUCTIVE GRAMMAR

• Rules are morememorablememorable,meaningfulmeaningful and

serviceableserviceable.

•

The mental effort involved ensures a greater degree ofcognitive depthcognitive depthwhich, again ensures greater

memorability.

• Students aremore actively involvedmore actively involvedin the learning

process.



PROSPROS & CONS OF INDUCTIVE TEACHING& CONS OF INDUCTIVE TEACHING

• It is an approach which favorspattern-recognition andpattern-recognition and

problem-solving abilitiesproblem-solving abilities which suggests that it is

particularlySuitable for learners who like this kind of

challenge.

• If the problem-solving is donecollaborativelycollaboratively, and in the

target language, learners get the opportunity for extra

language practice.

• Working things out for themselvesWorking things out for themselvesprepares students

for greater self-reliance and is therefore conducive to

learner autonomy.



PROS ANDPROS ANDCONSCONS OF INDUCTIVE TEACHINGOF INDUCTIVE TEACHING

• Thetimetime andenergyenergy spent in working out rules may

mislead students into believe thatrules are the objectiyerules are the ob jectiye

of language learning, ratherof language learning, ratherthan a means.than a means.

• The time taken to work out a rule may be at theexpenscexpensc oftime spent in putting the rule to some sort of

productive practice..

• Students may hypothesise the wrong rule, in itshypothesise the wrong rule, in its

application.application.



PROS ANDPROS ANDCONSCONS OF INDUCTIVE TEACHING OF INDUCTIVE TEACHING

• It can placeheavy demands on teachers in planning a

lesson.

• An inductive approachfrustratesfrustratesstudents who, by dint of

their personal learning style or their past learning

experience (or both),would prefer simply to be told thewould prefer simply to be told therule.rule.



!h l f h l



What is the

role of the

teacher and

the one

learner in

both

methods?

!he role of the learner!he role of the learner

In a deductive approach learners are passive recipients when

teacher elicits the rule on the board.

HoweverHowever,

I n an inductive approach they are active as they are

responsible for exploring the rules themselves.

!hat is to say!hat is to say

*hile the process of learning is experimentalexperimental in inductive

approach it is more traditionaltraditional and descriptivedescriptive 1 in deductive

approach.

2ore profound )nowledge of language as learners study cognitively

in order to discover the rules. It has been pointed out that when learners ta)e place in the learning

process actively so as to discover the rules they developdevelop their

autonomyautonomy which ma)es them good language learner (3in)el and

Fatos, &00&".



In an inductive teaching teacherteacher behaves as%

a guideguide and helperhelper while students study the

grammar rules themselves.

It appears that while deductive approach is

teacher/centered and traditional, inductive

approach is student/centered.

!h l f th t h!h l f th t h



!he role of the teacher!he role of the teacher

4ne another significant difference is the role of the teacher.

n a deductive teachingn a deductive teaching teacher is 3

the authority in the classroomthe authority in the classroom.

The mainmain rolerole of teacher is to present the new grammar item to

the learners.

'econd role is to prepare exercises for the students.

Teacher is the organi5er and controller of the classroom.



Applying deductive or inductive

approach while teaching grammar

depends on student variety in thedepends on student variety in the

classroomclassroom

All learners are different and they learn in different ways



All learners are different and they learn in different ways.

For instance their :

+needs, ages, backgrounds and levels are the factors that are taken into

consideration by the teacher for choosing suitable teaching strategy.

+To illustrate this, /rown (!!6" remar)s that adult learners are tend to deal with

the rules when they use target language since their mentalitymentality is able to thin4

abstract items.

+ 3e has pointed out that deductive teaching is more appropriate for adult

learners and meet their expectations as they give more importance to rules when they

use the language so presentation of grammar rules firstly is more useful for them.

+On the other hand young learnersOn the other hand young learners are successful in exploring grammar structures

from the examples rather than learning them deductively since they are more li)ely to

learn by doing because grammar rules are complex and abstract for them .



'#)$A!$ %

D"D+'!," A$D$D+'!," A--&A'H"(

Today one another issue discussed by teachersis the applicabilityapplicability of combinationcombination of

deductive and inductive approaches in one

grammar session

#ccording to /rown (!!6%7" 8 There may be some occasional momentsoccasional moments



#ccording to /rown (!!6%7" There may be some occasional momentsoccasional moments,

of course, when a deductive approach or a blend between the two is indeed more

appropriate9.

For example, to teach the simple past tensethe simple past tense, the teacher begins%

(tep 1(tep 1% # conversation with a student. The teacher as)s a student to tell his last

summer holiday.

(tep 2(tep 2% 'tudent answers by using simple present tense as he has nono information

about past tense.

(tep03(tep03 :ater, teacher corrects him by using past tense.

(tep (tep %Then, student repeats the correct sentence.

(tep 53(tep 53 #fter that teacher writes the past forms of some verbs on the board to

ma4e learners practice.

In this process grammar is taught by using a deductive and an inductivea deductive and an inductive

approachesapproaches at the same time%+It is deductivedeductive by the aspect of writing the past forms of the verbs on the board,+It is also inductiveinductive since students practice the past tense by giving their ownpractice the past tense by giving their own

examples 6)rown1778examples 6)rown1778



Furthermore,

+ It has been stated that it is highly probable to teachhighly probable to teach

grammar by combination of deductive and inductivegrammar by combination of deductive and inductive

teaching.teaching.

+ It is more intensifier for as pupils$ attention is both

directed to grammar rules and meaning at the same timegrammar rules and meaning at the same time

(2ac *hinney, !!; cited in :arsenFreeman, &00".



• <ach method is based on different teaching approaches ,

•

For example, while grammar translation method is based uponwhile grammar translation method is based upondeductive teaching deductive teaching

• Direct method relies on inductive teachingDirect method relies on inductive teaching.

• #ccording to #ndrews (&00;8 the audio/ lingual method8 the audio/ lingual method could

be condisered as a method where the grammar is taught bothboth

deductively and inductivelydeductively and inductively.

• To illustrate this, in the audio/ lingual method drills are used the

basis of learning process. Pupils are engaged with drills until

they learn by heart them. During this process they are notare not

providedprovided any information about grammar structures.• 3owever, the main ob9ectivemain ob9ective of this method is to be able toto be able to

speak accuratelyspeak accurately in target language. Thus, in spite of the fact that

drills are taught inductively, learners need to memorize grammarneed to memorize grammar

items in order to speak accuratelyitems in order to speak accurately



What strategy do you use or see suitable for your

learners to teach inductive or deductive grammar ?

Wh bb d f f h



What abbreviation word can you form from the

following letters?



After Performinga

PPU or PDP Lesson&

•Once the learners have acquired the new

functionalLanguage learning they need to see theStructural One ( grammar)

•

Learners need to see the Language ormsu!!orted in the unctional language learning



""#he inductive method & $loom #a%onomy#he inductive method & $loom #a%onomy



This photo album contains

sample pages to get you

started.

To add your own pages, click

theHome tab, and then click

New Slide.

P = Presentation< Presenting the context in which the grammatical structure

appears >

Aim:#o get the learner see the structure its form and meaningin

contest. so here your learners will deal with the first Bloom'staxonomy category .

knowledge < Learners recall knowledge: where they

will define and identify the structure seen before .

•The Learner will do that if he =defines, describes,identifies, knows, labels, lists, matches, names, outlines, recalls,

recognizes, reproduces, selects, states



' ='solation The focus is temporarily on the grammatical item itself.

Aim :get the learner perceive & recognize the

grammatical item what it looks like .

This goes also with the second category of Bloom's taxonomy:

Comprehension: where your learners will be able toinfer, interpret, paraphrase, predict, rewrite, summarize.…

A A l i



A AnalysisHere you will try to make your learners analyse the

isolated items.

Aim:To get the learner perceive how they areformed,how they function and what they mean,in

short what rules govern them.The objective is that the

learner should understand the various aspects of the

structure.This has a great link with the fourth category

Analysis" ( Bloom's Taxonomy) where your learners will

be able to:analyse, breaks down, compares, contrasts,

diagrams, deconstructs, differentiates, discriminates,

distinguishes, identifies, illustrates, infers, outlines, relates,

selects, separates.

S S i l



S = Stating ruleHere after they analyse you help them to formulate the

grammar rule

This is what Bloom called "Synthesis"wherethe

learners are able to Build a structure or pattern from

diverse elements. Put parts together to form a whole,with emphasis on creating a new meaning or structure

through the following key words:

"reconstruct, relate, reorganize, revise, rewrite,

summarize, tell, write.



P Practice($oth methods inductive &deductive)

1-Oral Work=shift toshift to““PPU lessonPPU lesson””

P= Presentation “ drill” < Presentation of the new grammar

item in a context of communication>

P= Guided practice < substitution of the key words >

UU= Use < free practice or feed back using the new grammaritem in a communicative way>

P Practice



P Practice<Written Work>

The practice stage consists of a series of written exercises.

Three (3)Type of tasks are included:

a-Based form taskBased form task: Mechanical manipulation

< All the learners have to do is to produce the Correct form . They get practice is

SAYING or WRITING

The new structure( manipulation of the written and spoken Form)but do not use it to

express meaning.Focus is on Form only>

b-Meaning based taskMeaning based task: Focus is on meaning. Focus is on meaning. This time the production Of

the correct forms involves meaning as well and cannot be done without

Comprehension(they cannot be done through mere mechanical manipulation )

c-Communicative based taskCommunicative based task: (emphasis is on transmitting

message ) The target structure is used “To say” and “do things”.



Does Teaching grammar in TheDoes Teaching grammar in The

Algerian English system referAlgerian English system refer

toto

Inductive method?Inductive method?

deductive method?deductive method?

Both of them?Both of them?

None of them?None of them?



Samples of inductive method

from the Algerian Manuals



So :

what strategIes were used to teach the « grammar item – can-?

-Which one is « inductive and which one is deductive »?

-Which one are you used to apply in your classroom?



2.If you didn’t learn grammar at school, how do you feel about that fact now? How do you think

it influences your teaching of English grammar?

3.Learning grammar tends to be associated with students developing their accuracy in the

target language. Can you see any relationship between teaching explicit grammar and

developing communicative fluency?

4.Individuals have managed to learn languages well for hundreds of years, regardless of the

grammar teaching methods of the time. So what’s all the fuss about? Discuss this assertion

with your colleagues.

5.It is often said that regardless of your preferred way of dealing with grammar in your English

course, it is essential that the English teacher has an excellent knowledge of English grammart

hemselves. Do you agree with this assertion, or do you think it is possible to be an

excellentEnglish teacher with little or no explicit grammar knowledge

# d ' (&00;" T h L A = b id = b id i it -



#ndrews, '. (&00;" Teacher Language Awareness. =ambridge% =ambridge niversity -ress

/rown, 3.D. (!>;" Principles of Language Learning and Teaching . <nglewoods =liffs% -rentice 3all

/rown, 3. D. (!!6" Teaching by Principles: An Interactive Approach to Language

Pedagogy. <nglewood =liffs % -rentice 3all ?egents

3all, @raham. (&0" Exploring English Language Teaching: Language in Action. the '#% ?outhledge

3armer, A. (!>;" Teaching and Learning Graar. :ondon% :ongman

3in)el, <. and Fotos, '. (&00&" !ew Perspectives on Graar Teaching in "econd Language

#lassroos. New Aersey% :awrence <rlbaum #ssociates, Inc

:arsenFreeman, D. (&00" Teaching Language $ro Graar to Graaring. =anada% 3einle

Nunan, D. (!!" Language Teaching %ethodology: A Textboo& for Teachers. :ondon% -rentice

3all International :TD

Nunan, D. (!!! ' "econd Language Teaching(Learning . /oston% 3einleB3einle -ublishers

?utherford, *. and 'mith, 2.'. (eds" (!>>" Graar and "econd Language Teaching: A )oo& of

*eadings. New Cor)% 3einleB3einle

'haffer, =. (!>!" # =omparison of Inductive and Deductive #pproaches to Teaching

Foreign :anguages. The %odern Language +ournal . ; (6"% !760

Thornbury, '. (!!!" ,ow to Teach Graar . 3arlow% :ongman

/ounab 'amir (&0" 3ow to apply /loom taxonomy in teaching grammar



Thank you

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teaching grammar aeltt meeting algiers may 21 st2016.ppt

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