How to teach grammar through texts

Language is context-sensitive, meaning that without context, it is difficult to determine the intended
meaning of a word or phrase. This is true for individual words in sentences, as well as sentences taken
out of the context of a text. For example, the sentences "The ones that don't, seem to think so" and "It's
a drink" are almost meaningless without context.

The text discusses the importance of context in understanding meaning. It provides examples where the
meaning of sentences depends on the preceding context. It also mentions that texts can become difficult
to interpret when divorced from their context. Three short texts are given as examples of ambiguous or
unintelligible sentences without context.
Is it important that a gin comes from London? The ones that don't, seem
to think so. Because, though they aU have 'London Dry Gin' on their
labels, only one premium gin is actually distilled in London, the city of
great gin making.
2 'Are you going to that Hodder's party?'
1 said that I didn't know anything about it.
'It's for that boring woman who \vrites picture books about Nash terraces. Every twit in London will be there:
'So are ),ou going?'
'It's a rlrink,' ?vlusprat said, meaning yes.
(from Theroux, P. Lady A1ax, Granta 40)

The text discusses the importance of context in understanding language. It outlines two types of context
- co-text, or the surrounding text that provides meaning to individual language items, and the context of
situation, such as roles, relationships, and mode of communication. The third type is the context of
culture, which includes cultural customs and norms that may influence understanding. It uses three text
examples - a computer instruction, a letter response, and a Valentine’s Day message from a newspaper -
to illustrate how familiarity with these contexts aids in comprehension.

Language is not just made up of isolated sentences, but of groups of sentences that form coherent texts.
In classrooms, however, language is often detached from its context and co-text, making it difficult to
understand. Taking examples out of context may make it easier to study grammar, especially for
beginners, but it also threatens intelligibility. It is important to consider the context and co-text when
analyzing language.

The text explores different examples related to someone playing tennis. It mentions various scenarios,
such as someone currently playing tennis, someone playing tennis frequently, and someone experiencing
chest pain while playing tennis. The text also discusses the decontextualization of grammar in practice
exercises and provides examples of sentences to determine their grammatical correctness.
'Where's Tony?' 'He's playing tennis.'
He never wears his glasses when he's playing tennis.
Tomorrow morning he'll be in the office but in the afternoon he's playing tennis.
He.'s p\ayif\g tennis a lot these days. Do you think he's lost his job? There's this fr(end of mirl'':, Tony. He's playlng tennis ,me day. Suddenly he gets this shooting
pain in his chest ...

The main point of this text is that there is no definitive "right answer" or "wrong answer" when it comes
to language. While some choices may be more likely than others, it is still possible for different choices
to be appropriate in different contexts. Questions of correctness often cannot be resolved without
considering the specific context, and arguing over isolated sentences can be a waste of time. The text
suggests that understanding language in action, rather than in isolation, is a more effective approach.
Choose the correct form of the verb:
How to teach grammar through texts

a Do you work!A..re .rOll work.ing every weekend? b 'Cigarette?' 'No tlunks, I'm not slTloking/I don't smoke' c '\Vhat do you C;Jt/arc you
cating?"Cake.'
2 \ Vhich of sentences arc grammatically coITect?
a I'm planning to go (0 lndia for my holidays.
b The phone's 'I'm. going to get it!'
c They will have a P,1rt)' next week. d I'm tired. I think l'm going to bcd.

Sources of texts

This text suggests that in order for learners to understand grammar, they need to be exposed to it in its
context of use, which means through texts. Furthermore, learners should be able to comprehend and
produce whole texts in the language they are learning to achieve a functional command of the language.
However, using a text-based approach to grammar has its challenges, particularly in selecting
appropriate texts. There are four possible sources of texts: coursebooks, authentic sources like
newspapers and songs, the teacher, and the students themselves. Coursebook texts are often designed
for easy understanding and to highlight specific grammar features, but they may lack authenticity.

The text discusses the use of authentic texts in language teaching. It states that while using authentic
texts can be challenging, simplifying them can retain their essence. The author suggests that course book
writers often adopt this approach. Another option is to write engaging classroom texts that capture
students' attention. The text also highlights the underutilized potential of using the teacher's own texts,
as well as encouraging students to produce their own texts.
This is Mr West. He has a bag in his left hand. Where is he standing? He is standing at the door of his house. What is Mr West going to do? He is going to put hI's
hand into his pocket. He is going to take a gun out of his pocket. He is going to point the gun at .

lesson 1: Using a scripted dialogue to teach the present simple (Beginners)

The teacher h,\s chosen the f()Uowing recordeJ dia]ngue from a coursebook to llse as a vehicle for introducing thc present simple with adverbs
of
frequency (e.g. a!-woj'j) to ,\ grl)Up of beginners.
JOE: OAVIO:
What do you do on weekends?
Well, that depends. During the school yeaf, I usually have to study on Saturdays.
And how about Of) Sundays'?
Well, we always have lunch together; you know, the whole t,Olmily, Then after lunch, 1sometimes go to the p.-'3xk and meet my friends, Oh? What do you do
there?
We play soccer, take a walk, or just talk. After that, I go out I usual!y go to the movies.
How often do you go out of the city?
About once a month. My uncle has a smali farm in the mountains, so \ sometimes drive up there.
That sounds nice. Do you go alone?

J: D:
No, my mom, my two sisters and some of our friends usually go too.But why do you go?A J:
lot of things: green trees, clean air, and no people.Oh, just like LA!Hal That's a good joke. D:
(from ::\Japle, R. N,w fiVr7'"iiC 1, Longman, 1988)

In Step 1, the teacher tells the class that they will listen to a conversation between two friends and asks
them to determine what the conversation is about. In Step 2, the teacher asks the students to listen to
the whole conversation and put certain words in the order they hear them. She then checks their
answers and writes the words on the board. In Step 3, the teacher asks the students which activities in
the list David does on Saturdays, Sundays, and about once a month. She also asks a few other questions
about the conversation. The teacher follows a step-by-step process to teach grammar through texts. She
starts by having the students listen and match words from a list. Then, she asks them to focus on specific
How to teach grammar through texts

sentences and recall what the speaker says. The teacher explains the structure of the sentences,
emphasizing the use of the present simple for routine activities. She guides the students to write their
own sentences using the same pattern. Finally, she encourages the students to write original sentences
about themselves. The goal is for students to understand the text and notice the targeted grammar item.

The text discusses the process of teaching grammar to students using a text. The primary rule is ensuring
the students understand the text. The chosen text should be within the students' abilities and contain a
high occurrence of the targeted grammar item to help students notice and understand it. Merely giving
students the text doesn't guarantee understanding; this requires step-by-step guidance from the teacher.
The teacher has to ensure students understand the general idea of the text and the specific instances of
the target grammar. The progression gradually shifts from focusing on meaning to focusing on form.
After the structure is isolated and highlighted, tasks that require understanding of form and meaning of
the new item are set, shifting from form-focus to meaning-focus.

Evaluations

The effectiveness of using text in language teaching largely depends on the learner's understanding
capacity, which can be challenging to measure. Examples in the target language need to be clear and
noticeable in the text. If appropriate texts are not available, teachers may need to create them, which
may reduce preparation ease. Long or difficult texts can consume significant classroom time and reduce
the economy factor. Some difficulties may arise when customizing texts for language presentation, as
they might not accurately represent real language use. However, if well chosen, context-based texts can
facilitate learning. Additionally, using text-based teaching methods is often seen as a culturally
appropriate approach, since dialogues closely resemble real-world language use. However, learners
struggling with understanding recorded texts might find this approach frustrating, and those who prefer
a rule-driven approach may feel that using texts is a somewhat indirect method.

Lesson 2: Using an authentic text to teach the passive (Intermediate)

This teacher the following authentic text, i.e. a text th;tt was
not written spccifkaUy ,tor language teaching purposes, as a vehicle fiJI'
introducing the passlve:
How to teach grammar through texts

The teacher starts by introducing the title of the article to the class and asks them to list vocabulary
related to the topic. The students then read the text silently and answer questions about it. The teacher
checks the answers and asks more questions to further discuss the text. Next, the teacher writes two
sentences on the board and asks the class to identify which sentence was used in the text. The teacher
explains the difference in form and meaning between the two sentences. Finally, the teacher asks the
students to study the text again and determine why sentence 2 was considered appropriate in the
context, which is because the woman is the topic of the story. The text describes a teaching method for
learning the use of passive voice in English. In Step 4, students identify and discuss instances of passive
voice in a text. The teacher emphasizes that passive voice is used to highlight the theme or when the
agent is unknown or insignificant. In cases where the agent is mentioned, 'by + agent' is used. Step 5
involves memory recall where students try to reconstruct the original text from memory. Lastly, in Step
6, students share personal experiences similar to the text and write a story using passive structures,
which is then checked by the teacher.
Discussion

The teacher has selected an authentic text that contains examples of the passive voice. The text requires
a bit more effort to understand because it is not simplified, but it allows learners to see how language is
used in real contexts. The teacher starts by focusing on understanding the text before moving on to the
form of the passive voice. Throughout the lesson, the teacher reminds students of how and why the
passive voice is used. The text provides additional examples for students to expand their understanding.
Some examples in the text may be difficult to categorize neatly, so the teacher can choose to remove
them, explain why they are exceptions, or find a general rule that covers these uses. Finally, in Step 5,
learners are tested on their ability to use the appropriate forms of the passive voice in context.
Evaluation

The E-factor suggests that the use of authentic texts in language learning is beneficial, provided they are
not too difficult or long and contain relevant examples. This method might require additional time for
text selection and comprehension design, but it is effective when texts are available. Successful learning
from genuine texts can empower the learner for independent study. Even if learners are already familiar
with the topic, they are likely to gain other benefits like new vocabulary. On the other hand, the A-factor
suggests that while many students find satisfaction in understanding an authentic text, some,
particularly at lower levels, may find them challenging. For such learners, simplified texts may be more
appropriate.

lesson 3: Using student language to review ways of talking about the future (Intermediate)

In this lesson, the teacher uses a cassette recorder or a hand-held personal stereo to facilitate an activity
with the students. The students, who are familiar with the activity, sit in a closed circle while the teacher
operates the recording device. The teacher sets the topic of the conversation, which in this case is the
upcoming mid-term holiday. The students take turns constructing and recording a conversation,
mimicking a real conversation by pausing to rehearse and record each turn. The teacher's role is to
provide the necessary language support and determine when the students are ready to record their
turn. In this text, the teacher and students engage in a conversation that is recorded on tape. The tape is
then played back for the class to listen to and appreciate as a continuous piece of text. The teacher
How to teach grammar through texts

transcribes any errors onto the board and then draws the students' attention to language features that
relate to expressing future meaning. The students are asked to identify different forms and explain their
use in the context. This process involves several steps. In Step 4, students listen to the recorded text
again while following it on the board. The teacher erases the text from the board and the students
return to their original positions to improvise the conversation from memory. They can add more details
if they want to.
Discussion

This text describes a language learning method called Community Language Learning (eLL). In this
method, the focus is on the learners themselves, giving them responsibility for the lesson content and
engaging their thoughts and feelings. The teacher acts as a consultant, providing necessary language
support. There is no coursebook or syllabus, and topics are initiated by the students. The modified
version of eLL described in the text involves the teacher using a grammar syllabus and preselecting
themes to focus on specific language structures. The emphasis is on meaning rather than specific forms.
The teacher reformulates the learners' statements instead of simply correcting them. At lower levels or
in monolingual classes, learners may be allowed to use their native language.
Evaluation

The E-Factor technique in language teaching is effective due to its high ease of use, and because it
requires no planning or materials other than recording equipment. However, it requires teachers to
reformulate what the students are trying to say, which may not be recommended for beginner teachers.
Despite not being the most time-efficient method for giving grammar instruction, the conversation-
based approach provides an opportunity for creative and personalized language use and relevance,
enhancing memorability. The technique works best for smaller groups of about six students, and may not
work as well in larger or multilingual classes at lower levels. With intermediate level students or
monolingual beginners with a good class dynamic, it can be very effective when not overused.

Lesson 4: Using a dictogloss to teach would for past habits (Upper intermediate)

The text describes a method for teaching grammar through a technique called dictogloss. In this method,
the teacher chooses a spoken text related to a particular grammatical feature (in this case, the past
habitual sense). The teacher first discusses a topic (summer holidays) and then shares a personal story.
Students listen and write down as much as they can remember. They work in groups to compare notes
and reconstruct the text from memory, with the teacher providing support for vocabulary queries. This
technique helps students focus on language features they might otherwise miss. In this activity, the
teacher selects a student to be the "scribe" who writes the reconstructed version of the text on the
board while incorporating suggestions from the entire class. The teacher only intervenes to answer
minor questions about vocabulary and spelling. After that, the teacher compares the original text with
the students' version, pointing out the differences in word order and substitutions. The teacher
challenges the students to identify the grammar aspects represented in the differences and explains the
use of past habits. Finally, the students write their own texts about their childhood holidays and discuss
them with their peers.
Discussion
How to teach grammar through texts

The text discusses a teaching technique known as dictogloss, didocomp or grammar dictation. Unlike
traditional dictation methods, this technique requires students to process the entire text at once,
capturing its meaning rather than recalling the exact form. The objective is for students to understand
and reconstruct the meaning using language forms they're familiar with. Comparing their version with
the original allows them to notice any grammatical variations. This comparison can help students adjust
their language structures, hence improving their proficiency. The texts used should be short, within
students' competence level, and preferably prepared by the teacher for maximum effectiveness. It's also
important for the teacher to assess their students' comprehension levels and offer opportunities for
students to review and practice.
Evaluation

The text discusses the E-Factor and A-Factor in language learning. The E-Factor emphasizes the
importance of noticing the gap between a learner's current language competence and their goal. The
dictogloss technique is highlighted as a useful tool for this, as it guides learners in recognizing these
differences and can be customized to accommodating different proficiency levels. The A-Factor discusses
the challenges some learners face in reconstructing texts from memory, suggesting the use of short texts
or previously seen materials, along with repeated hearings and explained task purposes, to ease these
difficulties.

Lesson 5: Using genre analysis to teach reporting language (Intermediate)

The text explains that language is context-sensitive, meaning it is influenced by the situation or
environment it is used in. The study of how social contexts affect language choices is called genre
analysis. Genres are types of texts that have specific structures and features determined by the contexts
in which they are used. In this lesson, the teacher is using the genre of Internet news bulletins to teach
about different ways news is reported.

The teacher gives the students a list of key words from a news story and encourages them to discuss the
meaning of unfamiliar words. The students then work in pairs to try to guess what the story is about. In
the next step, the teacher presents authentic news bulletins from different sources and asks the students
to put them in chronological order.

In Step 3, the teacher checks the task and identifies clues in the text to determine the order of the
paragraphs. Step 4 involves asking students to generalize the function of each paragraph based on the
evidence from all three texts. The functions are summarized as: Paragraph 1 reports the current situation
or most recent event, Paragraph 2 provides the background information, and Paragraph 3 presents an
insider's viewpoint. In Step 5, students are asked to identify the language features of each paragraph,
such as the use of present tenses for the update, past simple for the background, and indirect
speech/modal verbs for the viewpoint. Step 6 involves imagining the outcome of the story and writing
the fourth news bulletin in groups, following the pattern of UPDATE-BACKGROUND-VIEWPOINT. Finally,
in Step 7, the teacher supplies the students with a task.
Discussion
How to teach grammar through texts

A genre is a text type that has certain conventional features. Examples of genres include sports
commentary, e-mail messages, political speeches, and internet news bulletins. These genres have
common characteristics in terms of their organization, formality, and grammar. A genre analysis
approach considers how the features of a text are influenced by its communicative function and context
of use. The grammatical choices in a text are not arbitrary but depend on higher order decisions such as
the kind of text, the audience, the topic, and the purpose of the exchange. Grammar is seen as
subservient to the text and its social function. Understanding the content of the text is important, and
activities that help students predict and order information can be helpful in this regard.
Evaluation

The text discusses the efficacy of the genre analysis approach in teaching language. While it provides a
comprehensive understanding of language beyond grammar, it poses potential risks like over-analysis
and difficulty in finding appropriate texts. The approach may be best suited for advanced learners or
those preparing for formal genres. However, General English students might find the data overwhelming.
Despite these concerns, the author suggests that the act of producing different text genres, such as news
bulletins, could improve students' reading and writing skills by making them more attentive to the
overall structure and function of texts.
Conclusions

The chapter discusses the context sensitivity of language, emphasizing that understanding is enhanced
when placed within its context. Context is discussed at three levels: the surrounding text (co-text), the
situation in which the text is used, and the culturally significant features of the situation (context of
culture). Each level contributes to the meaning of the text. The implication for grammar teaching is that
it is best taught and practiced in context. This involves using whole texts where learners can infer the
meaning of unfamiliar grammatical items from the co-text. Authentic texts provide insight into real
communication usage, vocabulary input, skills practice, and exposure to text organization features.
However, text difficulty or oversimplification can potentially mislead learners, not all texts may be
engaging to all students, and those seeking quick answers may find the use of texts too time-consuming.