A Critical Response on the Different Approaches in the Teaching of Grammar
A Critical Response on the Different Approaches in the Teaching of Grammar
In response to my selected articles on approaches in the teaching of grammar which are entitle:
1. Inductive approach and Deductive approach in TESOL and
2. Testing the Covert Method of Grammar Teaching: A Pilot Study
I would like to highlight few things which I considered very crucial for me as a future English teacher to put into my consideration so that I will be able to carry out effective grammar teaching in my classroom. The aspects that I would like to highlight in response to these two articles are as followed:
i. The strengths of the approaches ii. The weaknesses of the approaches and iii. Suggestions to overcome problems related to the approaches
First of all, before I go in depth to my points, it is good to mention that actually same concept of grammar teaching is applied on the covert approach and inductive approach. The concept is where:
“… the new grammatical structures or rules are presented to the pupils in a real key context”
(Goner, Phillips, and Walters. Teaching Practice Handbook: Structures: Grammar and Function. Heinemann, 1995. 129-138)
On the other hand, the concept applied on the deductive approach:
“… represents a more traditional style of teaching in that the grammatical structures or rules are dictated to the students first”
(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)
Now, I would like to touch on the strengths of teaching grammar in context as applied by covert and inductive approach. With these approaches,
“… the teachers’ role is to provide meaningful context to encourage demonstration of the rules, while the students evolve the rules from the examples of its use and continued practice”
(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)
In response to my selected articles on approaches in the teaching of grammar which are entitle:
1. Inductive approach and Deductive approach in TESOL and
2. Testing the Covert Method of Grammar Teaching: A Pilot Study
I would like to highlight few things which I considered very crucial for me as a future English teacher to put into my consideration so that I will be able to carry out effective grammar teaching in my classroom. The aspects that I would like to highlight in response to these two articles are as followed:
i. The strengths of the approaches ii. The weaknesses of the approaches and iii. Suggestions to overcome problems related to the approaches
First of all, before I go in depth to my points, it is good to mention that actually same concept of grammar teaching is applied on the covert approach and inductive approach. The concept is where:
“… the new grammatical structures or rules are presented to the pupils in a real key context”
(Goner, Phillips, and Walters. Teaching Practice Handbook: Structures: Grammar and Function. Heinemann, 1995. 129-138)
On the other hand, the concept applied on the deductive approach:
“… represents a more traditional style of teaching in that the grammatical structures or rules are dictated to the students first”
(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)
Now, I would like to touch on the strengths of teaching grammar in context as applied by covert and inductive approach. With these approaches,
“… the teachers’ role is to provide meaningful context to encourage demonstration of the rules, while the students evolve the rules from the examples of its use and continued practice”
(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)
References: 1. (ITTO), I. T. (2001-2012). International Teacher Training Organization (ITTO). Retrieved July 15, 2012, from International Teacher Training Organization (ITTO):http://www.teflcertificatecourses.com/tefl-articles/tesol-inductive-deductive-approaches.php a. Goner, Phillips, and Walters. Teaching Practice Handbook: Structures: Grammar and Function. Heinemann, 1995. 129-138. b. 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. 2. Wilson, H. (2005). Testing the Covert Method of Grammar Teaching: A Pilot Study. San Diego, California: Proceedings of the CATESOL, State Conference.