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Integration of Grammar

The document discusses integrating grammar instruction with teaching the four skills of listening, speaking, reading and writing. It provides an example lesson that uses an integrated approach, first presenting a grammar topic like past tense verbs and then incorporating it into activities for each skill. The document also describes the deductive and inductive approaches to teaching grammar, highlighting advantages and disadvantages of each. It then provides an example deductive grammar lesson on common nouns for animals seen at the zoo.

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Hakim Intan
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919 views

Integration of Grammar

The document discusses integrating grammar instruction with teaching the four skills of listening, speaking, reading and writing. It provides an example lesson that uses an integrated approach, first presenting a grammar topic like past tense verbs and then incorporating it into activities for each skill. The document also describes the deductive and inductive approaches to teaching grammar, highlighting advantages and disadvantages of each. It then provides an example deductive grammar lesson on common nouns for animals seen at the zoo.

Uploaded by

Hakim Intan
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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6. Integration of grammar with the teaching of listening, speaking, reading, and writing skills.

Intan Jamala Binti Maarop Matthew Wong Ling Kang Khairun Najwa Binti Ahmad Wadzir

Article related to issues in grammar teaching.


1) Current Issues in the Teaching of Grammar: An SLA Perspective ROD ELLIS University of Auckland Auckland, New Zealan Cited from http://ojcsteve.tripod.com/sitebuildercontent/sit ebuilderfiles/ellis_grammar.pdf

1) WHAT GRAMMAR SHOULD WE TEACH? - Assuming, then, that grammar teaching can contribute to inter language development, the next logical question concerns what grammar we should teach. This question can be broken down into two separate questions: 1. What kind of grammar should we base teaching on? 2. Which grammatical features should we teach?

2) IS THERE A BEST WAY TO TEACH GRAMMAR FOR IMPLICIT KNOWLEDGE? - There is a controversy regarding how to measure the effectiveness of the instructional options. Norris and Ortega (2000) have shown that the effectiveness of instruction varies depending on whether it is measured using metalinguistic judgements, selected response, constrained constructed response, or free constructed response. Most SLA researchers (and teachers, too, perhaps) would consider the last of these the most valid measure. Ellis (2002a) reviewed a number of studies that examined the effects of different kinds of instruction on learners free constructed responses, reporting that instruction can have an effect on this type of language use.

2) Integrating Grammar for Communicative Language Teaching Bayram Pekoz Girne American University (Girne, Cyprus) bpekoz(at)yahoo.com Cited from: file:///F:/Pekoz%20%20Integrating%20Grammar%20for%20Com municative%20Language%20Teaching%20(CLT ).htm

Bayram Pekoz has noted some problems associated with grammar teaching. Direct grammar instruction is still very common. Contextual instructional techniques are not readily accessible to practitioners. In most cases grammar instruction is not integrated into the four skills but given in isolation. Mostly it is teachers that formulate the grammar rules. Grammar rules will be clearer and be remembered better when students formulate them themselves (inductive learning) than when teachers formulate them (deductive learning). Learners need repeated input of a grammar item. Just one grammar presentation is not enough.

Learners should not be overwhelmed with linguistic terminology (Brown, 2001). Grammar should be taught in digestible segments bearing the cognitive process in mind. Traditional grammar teaching, for instance, tends to cover the following points in the same lesson: the passive voice with all the tenses, all the uses of indirect speech (i.e. reporting statements, negative statements, question forms, imperatives, requests, time expressions, etc.) all the forms of a structure (i.e. statements, negative statements, questions, exceptions, etc).

DIFFERENT TYPES OF APPROACHES IN THE TEACHING OF GRAMMAR

Integration of grammar with the teaching of listening, speaking, reading, and writing skills.
Example of teaching integrated grammar skills in a classroom. - First, teacher will start the lesson by presenting a specific grammar topic for example, past tense verbs.

For a reading passage, teacher will choose a story told in the past tense. Then, the teacher will assign a writing exercise like: What did you do last weekend? For speaking, teacher will ask students what they did in their home country. And for a listening exercise, teacher will ask them to interview another student, and then report it to the class.

Another way to do this is to choose a single topic for the entire lesson, both grammar and the four skills. For example, a topic could be something like jobs or job interviews. If the grammar lesson of the day is irregular past tense verbs, we can discuss the students past job experience, their past job responsibilities and so on. They can conduct mock job interviews with each other (exercising their speaking and listening skills), fill out a job application (writing) and go over wanted ads in the newspaper (reading).

THE DEDUCTIVE APPROACH


The deductive approach is a teacher-centered approach. This means that the teacher gives the students a new concept, explains it, and then has the students practice using the concept. For example, when teaching a new grammar concept, the teacher will introduce the concept, explain the rules related to its use, and finally the students will practice using the concept in a variety of different ways.

THE INDUCTIVE APPROACH


inductive approach can also be called rulediscovery learning. It suggests that a teacher teach grammar starting with presenting some examples of sentences. learners Learners understand grammatical rules from the examples. The presentation of grammatical The presentation of grammatical rules can be spoken or written.

SELECT AND ANALYSE ONE OF THE APPROACH APPROACH CHOSEN : DEDUCTIVE APPROACH

LETS LEARN GRAMMAR !!! Nouns : Common Nouns (Names of the animals)

A VISIT TO ZOO NEGARA

Last school holiday, my parents brought me to the Zoo Negara.

We saw a camel.

We also saw one big black bear.

Besides that, we also saw three rhinoceros.

There were also three giraffes and four zebras.

ACTIVITIES
Fill in the blanks with the correct answer.

1. There were three _____ and ______in the zoo. (rhinoceros, giraffes) 2. There were four _________. (giraffe, giraffes) 3. There was a _______ in the zoo. (bear, zebra)

FILL IN THE BLANKS WITH THE CORRECT NAMES OF ANIMALS IN THE ZOO.

Three _____ Four _____


(giraffe, zebras)

Two ________ (rhinocero, rhinoceros)

Advantages and disadvantages of the deductive approach to teaching grammar

ADVANTAGES OF DEDUCTIVE APPROACH


The deductive approach goes straightforwardly to the point and can, therefore, be time-saving. It confirms many learners expectations about classroom learning particularly for those who have an analytical style. A number of direct practice/application examples are immediately given.

DISADVANTAGES OF DEDUCTIVE APPROACH


Younger learners may not able to understand the concepts or encounter grammar terminology given. Grammar explanation encourages a teacherfronted, transmission-style classroom, so it will hinder learner involvement and interaction immediately.

ADVANTAGES OF INDUCTIVE APPROACH


Learners are trained to be familiar with the rule discovery; this could enhance learning autonomy and self-reliance. The learners are more active in the learning process, rather than being simply passive recipients. In this activity, they will be motivated.

DISADVANTAGES OF INDUCTIVE APPROACH


The approach is time and energy-consuming as it leads learners to have the appropriate concept of the rule. The concepts given implicitly may lead the learners to have the wrong concepts of the rule taught. The approach may frustrate the learners with their personal learning style, or their past learning experience (or both) would prefer simply to be told the rule.

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