Teaching grammar

Grammar is one of the most common bits of terminology which learners and teachers use in talking about language. However what is grammar exactly? Some linguists and language practitioners are of the opinion that grammar is the collection of arbitrary rules about static structures in a language. They associate grammar primarily with form and structure. But for others meaningful interaction is impossible without knowledge and use of grammar, viewed as rules and patterns which have to be obeyed in order to be communicative and understandable in a given language.

The goals of language instruction include teaching students to use grammar accurately, meaningfully and appropriately. In this respect grammar can be viewed as a rational and dynamic system comprising structures characterized by three dimensions of form, meaning and use.

Form is understood as actual words/sounds a grammar item is made of: e.g..Present Continuous = ‘to be’+ full verb+ ing

Learners’ attention needs to be focused not only on the forms of the language, but also on the meanings these forms convey. Meaning is the concept a grammar item expresses. e.g. Present Continuous expresses an action in progress at the present moment.

Use is what the grammar item is used to do in a particular context; it is the way in which a speaker / writer uses a particular language form to communicate in a particular situation for a particular purpose. Rules of use refer to knowledge of when and with whom an item should be used, i.e. appropriacy.

The notions of meaning and use are composed into the concept of. Function is a communicative purpose of a structure on a particular occasion - what the speaker is trying to do through language (e.g. inviting, suggesting, etc.) For example, the reason of misunderstanding in the following dialogue (a request for information was confused with offer) is functional:

FATHER: Do you drink?

YOUNGMAN: No, thanks, I’m cool.

FATHER: I’m not offering, I’m asking IF you drink. Do you think I’d offer alcohol to teenage driver taking my daughter out?

There is no one-to-one match between grammatical form and communicative function, still material writers find it useful to organize at least some grammatical structures under functional labels, such as Inviting, Making plans, Requesting, Making comparisons, etc. Contextual information plays a key role in our interpretation of what a speaker means.

These dimensions are interdependent, a change in one leads to in change in another. However, they all offer a unique perspective on grammar.

Form-based instruction is aimed at accurate production of grammar structures.

Context-based instruction focuses on meaning as languages are not learnt as discrete items, presented out of context but are acquired through meaningful interaction.

Communication-based instruction emphasizes language use over rules of language usage.

Grammar is a description of rules for forming sentences, including an account of the meanings that these forms convey, says J. Scrivener. It is generalization about how words and group of words behave in the process of communication. What grammar is necessary for language teaching?

Since school leavers are expected to acquire linguistic competence, which is an integral part of communicative competence, grammar teaching is envisaged in school syllabus and appropriate grammar material should be selected for the purpose. The English school syllabus covers not all grammar phenomena in the target language but specially selected grammar minimum, which consists of active grammar and passive grammar. Active grammar minimum contains some acquired grammar structures which are used to express one's own thoughts and ideas in oral and written discourse. Passive grammar minimum includes those grammatical structures which help learners to recept and comprehend thoughts and ideas of other people.

In terms of grammar teaching, two main approaches can be distinguished - deductive and inductive. The deductive approach is associated with classical Grammar Translation Approach when learners are taught rules and given information about a language. The application of these rules in language practice is the next step of learning language. Graphically it may be depicted in such a way:

from grammar RULES ► to language USE

The inductive approach to teaching grammar is based on the idea that learners are not taught grammatical or other types of rules directly but are left to discover or induce rules from their experience of using the language. Firstly, learners are shown the functioning of a certain grammar structure in speech/text and practise it, then comes the turn of analysis. Graphically it may be depicted in such a way: from language USE ► to grammar RULES

Each of these approaches has its use for specific age-groups or for particular aspects of the language. The deductive approach is most useful for mature, well- motivated students with some knowledge of language, who are anxious to understand the more complicated aspects of the grammatical system, how language works.

The inductive approach is highly appropriate for young learners who have not yet developed fully their ability to think in abstractions and who enjoy learning through active application; for students who can take time to assimilate the language through use.

Grammar items may be presented in different ways. Conceptually there are two main trends. The first one is to divide the whole of the English language into manageable bite-sized chunks, and then introduce these to students, one chunk per lesson, so that they gradually and systematically accumulate a complete picture of the language. Following the concept we need to use PPP framework using various presentation techniques.

Another trend of grammar presentation is in creating the environment where a lot of language, known and unknown, is met (mainly when doing speaking and listening tasks) and where students are helped with new language only when they already have some awareness of it, and have curiosity or questions about it. The concept proposes to follow TBL framework to grammar teaching.

One of teacher’s main roles is to introduce, or “present”, and practice new language and to revise language that learners have met before. Presentation and practice techniques are particularly useful at lower levels where much of the language that students come across is new. Some of this new language might be acquired naturally through exposure to native speaker discourse, but learners also need and want important areas of language to be highlighted by the teacher: to be explored or illustrated in terms of meaning and form, and then practiced. Teacher’s role at practice stage of grammar teaching is to get a good balance between controlled activities (e.g. drills) and free ones (e.g. information gap tasks in pairs); exploit all four skills (where appropriate); keep up the interest (through the varied and stimulating topics and tasks); personalize the new grammar item; guide, support, encourage learners to succeed in language learning.

Дата добавления: 2017-01-13