0% found this document useful (0 votes)
27 views21 pages

Grammar and Teaching Vocabulary - Group 5

The document discusses different techniques for teaching grammar, including explicit and implicit presentation of forms, focus on form, feedback on errors, and input enhancement classroom activities. It also covers historical perspectives and strategies for teaching vocabulary.

Uploaded by

Yeki Kabel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
27 views21 pages

Grammar and Teaching Vocabulary - Group 5

The document discusses different techniques for teaching grammar, including explicit and implicit presentation of forms, focus on form, feedback on errors, and input enhancement classroom activities. It also covers historical perspectives and strategies for teaching vocabulary.

Uploaded by

Yeki Kabel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 21

TECHNIQUE IN TEFL

HIN G GR AM MAR
TEAC
V OCA BU LARY
AND
Group 5
M.ERLANGGA KURNIAWAN

M. NAUFAL AKBAR

MEMBERS DOMINIKUS YEKI

ALDINO PUTRA INANDO

ALFIANI WAHYUNINGSIH
GRAMMAR

sions of grammar The form dimension refers to observable


Three dimen
structural components such as phonemes,
graphemes, inflectional morphemes, and
syntactic patterns.
Meaning refers to the semantic level of the
structural items including lexical and
grammatical meaning.
The use dimension accounts for meanings of
utterances across different contexts and
cohesion in discourse.
EXAMPLE

Form
“I must take my baby to the doctor,”

Meaning
-“That is enough.”

Use
“That’s enough”
language teaching methodology has focused on one dimension while
ignoring others. The Grammar Translation Method and the
Audiolingual Method focus on form, somewhat on meaning, but ignore
use almost completely. The Natural Approach on the other hand,
focuses on use and meaning, but mostly ignores the form dimension.
Learners of any language must learn all three of these components.
Grammar is not only about form; it is about “what forms mean and
when and why they are used” (Larsen-Freeman, 2014, p. 269).
The factor that we need to take into account in the
context defines the way of use the language.
who the speaker/writer is,
who the audience is,
where the communication takes place,
GRAMM AR AND what communication takes place before and after a

DISCOURSE
sentence in question,
implied versus literal meanings,
styles and registers,
the alternative forms among which a producer can
choose

Example:
“I did my homework” – grammar
“My brother did his homework” – discourse
To capture the dynamic, complex, and adaptive
nature of language, Larsen-Freeman (2003) proposed
the term grammaring, which shifts the focus from the
product of learning static grammar rules to the
EMERGENT process of using grammar in real world
communicative contexts. Grammaring also refers to
GRAMMAR the organic process of using “grammar constructions
accurately, meaningfully, and appropriately” (Larsen-
Freeman, 2003, p. 264).

Example: “I ain’t going to the party tonight”


R OACHES TO FOR M -
APP
STR UC TION
FOCUSED IN The approaches in form-
focused instruction
include explicit treatment
of rules, noticing and
input enhancement (Polio,
According to R. Ellis 2007; Nassaji & Fotos,
(2012), form-focused 2011; R. Ellis, 2012), and
instruction (FFI) is implicit techniques for
defined as “any planned structuring input to
or incidental learners.
instructional activity
that is intended to induce
language learners to pay
attention to linguistic
form”
P RESENTATION
EXPLICIT
OF FORMS

The intention of an explicit approach to grammar instruction is to help learners


develop the ability to reflect on the nature of the target language consciously, which
can be done deductively or inductively (Ellis, 2014).
In addition to deduction and induction, abduction can be another approach to
obtaining linguistic knowledge. It refers to “the exploratory process of trying out
tentative solutions to problems or facts to figure out what may happen, to see if they
work, or to experience something new” (Cunningham, 2002).
It is raining now.
You are studying English now.
EXAMPLE She is sleeping now.
They are having lunch now.

Teacher: Can you see how we can form the present


progressive tense?
Students: Use is, are, + verb –ing.
T: What time words do we use with this tense?
Ss: This moment, right now.
Source: Source: TEACHING by PRINCIPLES. (2015). In H. Brown, & L. Heekyeong , AN
INTERACTIVE APPROACH TO LANGUAGE PEDAGOGY (p. 467). New York: Pearson
Education, Inc.
In an implicit approach to grammar
instruction, the teacher does not employ
structural analysis or technical terms to
IMPLICIT explain the linguistic rules. Instead, the
PRESENTATION target form is used in the utterances made to
OF FORMS communicate with the students.
The context of the utterances used by the
teacher is crucial because it helps students to
understand the meaning and sustain the
communication (Savage, 2010).
FOCUS ON FORM
A FonF approach can be considered more appropriate because:

it is more in keeping with natural language acquisition (where rules are


absorbed subconsciously with little or no conscious focus).
it conforms more easily to the concept of interlanguage development in
which learners progress, on variable timetables, through stages of rule
acquisition.
it allows students to get a communicative “feel” for some aspect of
language before possibly being overwhelmed by grammatical explanations.
it builds more intrinsic motivation by allowing students to discover rules
rather than being told them.
FEEDBACK ON ERRORS
It is recommended for teachers to attempt a variety of corrective
feedback options such as recasting, self-correction, and metalinguistic
explanation.
The important point to keep in mind is that we should adhere to
principles of maintaining communicative flow, maximizing student self-
correction, and sensitively considering the affective state and linguistic
stage of the learner.
The treatment of grammatical (and discourse) errors in writing is a
different matter, as local and global errors have to be given feedback in
different ways from one another.
ON ER RO R AND
FEEDBACK N
CONTENT EXP LAN ATIO

Tutor indicates that something may be wrong in a segment (for example,


sentence, clause, line) – “Is there anything wrong in this sentence?”
Tutor indicates the nature of the error, but does not identify the error
(for example, “There is something wrong with the tense marking here”).
Tutor identifies the error (“You can’t use an auxiliary here”)
Tutor provides clues to help the learner arrive at the correct form (for
example, “It is not really past but something that is still going on”).
Tutor provides the correct form.
Tutor provides some explanation for use of the correct form

Source: TEACHING by PRINCIPLES. (2015). In H. Brown, & L. Heekyeong , AN INTERACTIVE


APPROACH TO LANGUAGE PEDAGOGY (p. 471). New York: Pearson Education, Inc.
Lexicogrammatical Approach

The term lexicogrammatics, originally coined by


Michael A. Halliday, represents the view that lexis and
grammar are two inherently connected parts of a
whole and should not be treated separately. Grammar
is regarded as "a meaning-making resource and to
describe grammatical categories by reference to what
they mean" (Halliday, 2004).
GRAMMAR TECHNIQUE
01 Graphs, Objects, Maps, and Drawings

02 Dialogues and Conversations

03 Input Enhancement

04 Input Flood

05 Input Processing

06 Dictogloss
INPUT ENHANCEMENT CLASSROOM ACTIVITY
Instructions: Please read the following text. Then in groups of two, discuss the
following questions:

The teacher has told me that I have homework today. It will have to be completed by
tomorrow. I have looked at it, and it looks very difficult. I have asked my brother if
he has ever worked on homework like this. He has never seen an assignment like this
before. This will be the first time that I have needed help!

Questions for Discussion


1. Has anything like this ever happened to you as a student?
2. What do you think the problem with the student’s homework has been?
3. Do you think homework is useful?
4. Do you think homework will help learners to study harder?

Source: TEACHING by PRINCIPLES. (2015). In H. Brown, & L. Heekyeong , AN INTERACTIVE APPROACH TO LANGUAGE P
EDAGOGY (p. 477). New York: Pearson Education, Inc.
HISTORICAL PERSPECTIVES

The historical perspective on vocabulary teaching highlights a time when vocabulary


was undervalued in language instruction. Traditional methods focused on vocabulary
study through lists, definitions, drills, and flashcards. This historical context
emphasizes the significance of the resurgence of attention to vocabulary learning in
recent years.
Strategies for Teaching Vocabulary

Allocate Specific Class Time to Vocabulary


Learning
Help Students to Learn Vocabulary in Context
Engage in “Unplanned” Vocabulary Teaching
Encourage Students to Develop Word-Learning
Strategies
Strategies for Teaching Vocabulary

Here are some warm-up techniques or activities that match with the
strategies for teaching vocabulary:
Poems: Invite the students to get poetic with their vocabulary words by
having students create their own acrostic poems.
Word games: Some popular options include Scrabble, Boggle, and Taboo.
These games can be played in small groups or as a whole class activity.
Vocab Wall: Visual representations for students to learn from and refer
to as they’re in the classroom.
Taken from: https://rockinresources.com/2023/03/17-activities-games-
strategies-teach-vocabulary.html
THANK YOU

You might also like