Goals and Techniques for Teaching Grammar
Teaching Grammar
Goals and Techniques for Teaching Grammar
The goal of grammar instruction is to enable students to carry out their communication purposes. This goal has three implications: * Students need overt instruction that connects grammar points with larger communication contexts. * Students do not need to master every aspect of each grammar point, only those that are relevant to the immediate communication task. * Error correction is not always the instructor 's first responsibility.
Overt Grammar Instruction
Adult students appreciate and benefit from direct instruction that allows them to apply critical thinking skills to language learning. Instructors can take advantage of this by providing explanations that give students a descriptive understanding (declarative knowledge) of each point of grammar. * Teach the grammar point in the target language or the students ' first language or both. The goal is to facilitate understanding. * Limit the time you devote to grammar explanations to 10 minutes, especially for lower level students whose ability to sustain attention can be limited. * Present grammar points in written and oral ways to address the needs of students with different learning styles.
An important part of grammar instruction is providing examples. Teachers need to plan their examples carefully around two basic principles: * Be sure the examples are accurate and appropriate. They must present the language appropriately, be culturally appropriate for the setting in which they are used, and be to the point of the lesson. * Use the examples as teaching tools. Focus examples on a particular theme or topic so that students have more contact with specific information and vocabulary.
Relevance of Grammar Instruction
In the communicative competence model, the purpose of learning grammar is to learn the language of which the grammar is a part. Instructors therefore teach grammar forms and structures in relation to
Goals and Techniques for Teaching Grammar
The goal of grammar instruction is to enable students to carry out their communication purposes. This goal has three implications: * Students need overt instruction that connects grammar points with larger communication contexts. * Students do not need to master every aspect of each grammar point, only those that are relevant to the immediate communication task. * Error correction is not always the instructor 's first responsibility.
Overt Grammar Instruction
Adult students appreciate and benefit from direct instruction that allows them to apply critical thinking skills to language learning. Instructors can take advantage of this by providing explanations that give students a descriptive understanding (declarative knowledge) of each point of grammar. * Teach the grammar point in the target language or the students ' first language or both. The goal is to facilitate understanding. * Limit the time you devote to grammar explanations to 10 minutes, especially for lower level students whose ability to sustain attention can be limited. * Present grammar points in written and oral ways to address the needs of students with different learning styles.
An important part of grammar instruction is providing examples. Teachers need to plan their examples carefully around two basic principles: * Be sure the examples are accurate and appropriate. They must present the language appropriately, be culturally appropriate for the setting in which they are used, and be to the point of the lesson. * Use the examples as teaching tools. Focus examples on a particular theme or topic so that students have more contact with specific information and vocabulary.
Relevance of Grammar Instruction
In the communicative competence model, the purpose of learning grammar is to learn the language of which the grammar is a part. Instructors therefore teach grammar forms and structures in relation to
References: * Goner, Phillips, and Walters. Teaching Practice Handbook: Structures: Grammar and Function. Heinemann, 1995. 129-138. * Rivers, Wilga M., Temperley, Mary S. A Practical Guide to the Teaching of English as a Second or Foreign Language. Oxford University Press, 1978. 110. Inductive approach and deductive approach in TESOL: TEFL / TESOL certification in Mexico & Boston, USA. Click to visit our fees page! http://www.teflcertificatecourses.com/tefl-articles/tesol-inductive-deductive-approaches.php [13.03.2012]