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TSL3108 TEACHING OF GRAMMARIN THE PRIMARY CLASSROOM

Topic 1: Introduction to Grammar

MarciniFarid

HafizziAzman

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Definition of Grammar

Grammar is the system of a language. Central to the teaching and learning of

languages. 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. ( what is the four levels???)

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How topronounce

syllables(phonology)

How to form

words(morphology)

How to structure

sentences(syntax)

What style of language to use

in a given context(pragmatics).

These are the forms that language takes. Study of grammar consists, in part, of looking at the way these

forms are arranged and patterned. Grammar is a description of the rules that govern how a

languages sentences are formed.

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Phonology

How do sounds combine. How do they affect each other.

The study of how the pronunciation of soundschanges according to context. THE SOUND PATTERNS OF LANGUAGE .

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Morphology

The study of the structure of words & how wordsare formed (from morphemes)

Morphology is the branch of linguistics thatstudies the structure of words .

Morpheme: smallest unit of language that carriesinformation about meaning or function:

build; build-er; house; houses. Have Free/Independent and bound morphemes.

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Pragmatics

Pragmatics studies (the origins), the uses and theeffects of language .

Language as used in concrete situations. The study of 'invisible' meaning, or how we

recognize what is meant even when it isn'tactually said (or written).

The study of meaning in context Situational context Linguistic context Social context

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Accuracy Vs Fluency

Two types of language learner1. The first type gets really worried about making

errors or mistakes They accuracy is high, but their fluency is low.

2. The second type of language learner doesntreally care about making mistakes or errors

These learners have high fluency, but low accuracy.

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Both fluency andaccuracy are

equally important.At the end of the

day, it depends on

what your goal isfor learning English.

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For example, if you are working in a restaurant ora retail shop, the level of English you need isquite basic. You need to known certain words or

phrases related to your job. On the other hand, speaking quickly, but with lots

of errors, becomes very confusing for the listener.This is because the errors and mistakes distort, or

change, the meaning of what you are trying tosay. So you need to pay more attention to whatyou are saying.

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Grammar for Young Learner

People of different ages havedifferent needs, competences andcognitive skills (Harmer, 2005).

Harmer (2005) further explains thatyoung learners learn differentlyfrom older children, adolescentsand adults among others in thefollowing ways;

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They respond to meaningeven if they do not

understand individual

words.

They often learn indirectlyrather than directly takingevery information aroundthem rather than focusing

on the precise topic beingtaught

Their understanding comesfrom explanation as well as

from what they see andhear and interact with.

They find abstract conceptssuch as grammar rulesdifficult to grasp

They have a limitedattention span; unless

activities are extremelyengaging, they can get easilybored, losing interest after

ten minutes or so.

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Characteristics of young learners learn by doing/hands-on experience(physical movement and activity necessary to

stimulate thinking understanding comes

through hands, eyes, and ears) a sense of fairness can work with and

learn from others have some sort of language awareness and

readiness capacity for indirect learning - guessing

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Why teach English at the primary

level? increased use of and exposure to English in daily life

practical need

exposes children to understanding of foreign cultures tolerance links communication to the understanding of new

concepts the earlier you start the more time you get to learn

the language stimulates language awareness benefitting both L1

and L2

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Place of Grammar in the PrimarySchool

The KBSR syllabus The KSSR Syllabus

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The KBSR syllabus

English Language lesson aims to equip pupils with skillsand provide a basic understanding of the Englishlanguage so that they are able to communicate, bothorally and in writing, in and out of school.

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Objectives of the KBSR Syllabus Listen to and understand simple spoken English to be

able to function in common everyday situations. Speak and respond clearly and appropriately in

common everyday situations using simple language. To read and understand different kinds of texts (from

print and electronic sources) for enjoyment andinformation.

Write (including e-mail) for different purposes usingsimple language.

Show an awareness and appreciation of moral valuesand love towards the nation.

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The KSSR Syllabus

Primary education is divided into two stages. Stage One referring to Years 1, 2 and 3. Stage Two, Year 4, 5 and 6.

In Year 1 and 2, the English languagecurriculum emphasises on the pupils development of basic language skills inbuilding the proficiency in the language.

Grammar is only introduced from Year 3onwards.

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KSSR ENGLISH

KSSR States that:

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

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The modular configuration

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

i) communicate with peers and adults confidently andappropriately in formal and informal situations.

ii) read and comprehend a range of English texts forinformation 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 forenjoyment.

v) use correct and appropriate rules of grammar inspeech and writing.

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Content configuration

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TSL3108 TEACHING OF GRAMMAR

IN THE PRIMARY CLASSROOMTopic 2: Approaches in The Teachingof Grammar

MarciniFarid

HafizziAzman

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Descriptive vs.

prescriptive grammar

Covert andovert

approaches

Grammar isolation vs.grammar in context

Meaning,

use, form(MUF)framework

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Descriptive Grammar

A descriptive grammar looks at the way alanguage is actually used by its speakers andthen attempts to analyze it and formulaterules about the structure

The goal of the descriptive approach is adescription and knowledge of rules

(principles) of how the language is actuallyspoken

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Examples: Many speakers pronounce -in for the ( -ing )

suffix Some dialects of English do not pronounce r

after vowels

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Prescriptive Grammar

A prescriptive grammar lays out rules aboutthe structure of a language

Examples of common prescriptive rules Do not use aint Do not use a preposition to end a sentence with Pronounce the - ing at the end of words, not - in

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COVERT grammar - teachers help the studentsto acquire and practice the language , but theydo not draw attention to any of thegrammatical facts of the language.

OVERT grammar - teacher explains howpresent simple questions need do, does

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Grammar in Context

Integrate grammar in everyday teaching Applicable while teaching other skills

Listening and speaking Reading Writing Language Arts

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Grammar In Isolation

Teaching grammar separately in a lesson Taught separately so that students will be able

to recognize the rules of grammar Examples:

Past tense Present tense Irregular verbs

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Meaning, Use, Form (MUF)framework

It was introduced by Janey Moon (2008)through a British Councils programconcerning about the development of Englishteaching and learning in elementary school inAsia

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MEANING

Teacher introduces a new language to childrenin MEANINGFUL CONTEXTto help thechildren understand the meaning of thelanguage that they are learning.

Meaning can be created through situationsthat are related to childrens life.

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WAYS TO CREATE MEANING

Set situations or dialogues that are fun forchildren using dolls or other media.

Using stories. Playing dramas. Using Total Physical Response (TPR)

Using pictures. Using childrens experiences as learning

materials.

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USE

After children are exposed to English languagethrough the situations manipulated byteachers, they also need opportunities to useEnglish to communicate with others . Theymay use the language to play or to act inplays.

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FORM

Children notice form of language (grammar)and tend to use language naturally inaccordance with their need.

Teachers have the responsibility to attractchildrens attention to language forms duringEnglish lesson.

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Integration with the teaching of Listening, Speaking, Reading and

Writing skills.&

Issues in grammar teaching

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MISMATCH BETWEEN FORMAND FUNCTION

There is no one to one correspondence betweenform and function

It is very often possible to use a number of different forms to express a similar function.

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TENSE FORM EXAMPLES FUNCTION

SIMPLE PRESENT heshe + verb +-sit

He always reads thevacancies in thenewspapers.

First he reads thevacancies in thenewspapers, thenhe does his work.

The moon goesround the earth andthe earth goesround the sun.

The " simplepresent " givesexpression to ...- a repeated actionthat often happens

- to a list of facts.

- to an "eternaltruth".

http://www.kfmaas.de/gram_spx.htmlhttp://www.kfmaas.de/gram_spx.htmlhttp://www.kfmaas.de/gram_spx.htmlhttp://www.kfmaas.de/gram_spx.html

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For example: I am going tomorrow - present continuous I go tomorrow - simple present tense I will go tomorrow - simple future tense I will be going tomorrow future perfect

continuous

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EXCEPTIONS TO THE RULE

There are many exceptions to the grammarrules.

For example; when students has learnt that

the past tense of a verb is formed by adding ed to the root words but they will becomeconfuse with past tense form such as read,began, went and sat.

This is because of the regular and irregularverbs.

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REGULAR VERB - change their form very little. For example: The past tense and past participle of

regular verbs end in ed.walk walked walked

IRREGULAR VERB we sometimes need adictionary to help us write the different forms of irregular verbs.

For example:

see saw seen

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INTERFERENCE FROM THELEARNERS OWN LANGUAGE

The influence from children mother tonguewill give impact on their grammar.

Example 1: The rules of SVA in English does not have a

parallel in BM or Mandarin.

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Example 2: In BM, a sentence with although, in it also

have a but. For English, we cant put although and but

together in a sentence. Most of the pupils write:

Although he is clever but he is lazy. x He is clever but he is lazy

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Example 3: The third person singular(he, she, it) is not

distinguished for gender in BM and Mandarin.Bahasa Melayu English

Dia seorang penjaja He is a hawker

Dia pergi ke pasar She went to the market

Ia terjatuh It felt down.

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LACK OF MOTIVATION

Grammar learning requires multiple repetitionand this is BORING

It also requires the perception of rules whichmay be difficult and abstract for somechildren.

Therefore, very few children enjoy learninggrammar.

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INTEGRATION WITH THETEACHING OF LISTENING,

SPEAKING, READING& WRITING SKILLS.

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INTEGRATING GRAMMARWITH OTHER LANGUAGE SKILLS

One ways in which integration of grammar withthe four skills can be achieved is :

By systematized mapping of the grammar

syllabus with a thematically-conceived series of units. In simpler words, it is basically teaching

grammar according to the correct sequence &

level.e.g teaching present tense, then move on to past tense & future tense. (sequence)

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INTEGRATING GRAMMARWITH EACH LANGUAGE SKILLS

Each of the skills provide the content or context for the practice of the grammar rulesbesides they also contributes in their ownunique way to grammar listening and speaking skills .

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INTEGRATION OF GRAMMAR INLISTENING

& SPEAKING SONGS & NURSERY RHYMES

Songs are very popular in grammar teachingfor a number of reasons.

1) Interesting and relaxing

2) The beats of the songs aids memory

3) Contributes variety

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B) READING

Reading text can become rich contexts for the practice of a variety of grammatical form.When structural readers are used for extensivereading, these can provide the intensive

practice necessary for the internalization of

grammar rules.

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INTEGRATION OF GRAMMAR

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INTEGRATION OF GRAMMARIN WRITING

Using personal experience

This kind of exercise is very good for gettingmaximum output from minimum input.

Each sentences can be filled in a differentways by pupils, that means that, the number

of opportunities to hear the correct form isgreatly increased in a class.

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