Grammar and Teaching Vocabulary - Group 5
Grammar and Teaching Vocabulary - Group 5
HIN G GR AM MAR
TEAC
V OCA BU LARY
AND
Group 5
M.ERLANGGA KURNIAWAN
M. NAUFAL AKBAR
ALFIANI WAHYUNINGSIH
GRAMMAR
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).
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!
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
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