Grammar
A. What is grammar?
1. Grammar is a description of the rules that govern how a language's sentences are formed.
2. It communicates two different kinds of meaning : representational & interpersonal
1. Grammar is a description of the rules that govern how a language's sentences are formed.
2. It communicates two different kinds of meaning : representational & interpersonal
B. Teaching grammar from rules
1. A deductive approach - starts with the presentation of a rule and is followed by examples in which the rule is applied.
2. The advantages - straight to the point (time-saving)
- respects the intelligence and maturity of many
- confirms many students' expectations about classroom learning
- allows the teacher to deal with language points as they come up.
3. What makes a good rule?
- truth - simplicity
- limitation - familiarity
- clarity - relevance
4. A deductive approach has the following dangers:
- it can be seen as dull, over technical and demotivating.
- certain kinds of learners may react negatively.
- it encourages the belief that learning a language is simply a case of knowing the rules.
C. Teaching grammar from examples
1. An inductive approach - starts with some examples from which a rule is inferred.
2. The advantages:
- rules learners discover for themselves are more likely to fit their existing mental structure than rules they have been presented with. In turn, this will make the rules more meaningful, memorable and serviceable.
- ensure greater memorability.
- students are more actively involved in the learning process and they are likely to be more attentive and motivated.
- this approach favours pattern-recognition and problem-solving abilities which suggests it is particularly suitable for learners who like this kind of challenge.
- learners get the opportunity for extra language practice.
- working things out for themselves prepares students for greater self-reliance and is therefore conducive to learner autonomy.
3. The disadvantages:
- students may hypothesise the wrong rule.
- time taken to work out a rule may be at the expense of time spent in putting the rule to some sort of productive practice.
- may place heavy demands on teachers in planning a lesson.
- might frustrate students who would prefer to simply be told the rule.