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Key Terms and

Concepts in Managing
and Implementing
Standards-based
Grammar Teaching
2021 TV-PG
"Your grammar is a reflection of your image.
Good or bad, you have made an impression.
And like all impressions, you are in total
control." - Jeffrey Gitomer

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Starring: Group 1
Genre: EEd 213

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Key Terms and Concepts in Managing and Implementing Standards-

based Grammar Teaching
Chapter 1

This chapter will introduce you to the important key terms and concepts in
managing and implementing standard-based Grammar Teaching.

At the end of this, you shall have:

a. Discussed the fundamental terms and concepts associated to the teaching
and assessing of grammar, and
b. Shared the implications of one's knowledge of key concepts in the teaching
learning process.

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★Grammar is so complex that even technically correct sentences could possibly go wrong in
meaning and usage.
★Grammar is more than just a form. There should be meaning in what we form so we can use
it appropriately in the right context to help us get the message across.
★As future teachers of English, you need to remember these concepts on grammar that is
overly focused on making our students too conscious if they had technically said it right.
★Grammar ability needs to be accurate, meaningful and appropriate. Components of meaning
(semantics) and use (pragmatics) are important parts of grammar knowledge. Knowing the
difference between these components of grammar knowledge can help you as future
grammar teachers to be more effective.

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A. Grammar and Grammaring

★What we know about a language and what we do with a language had sparked controversies
about their blurry boundaries. (Benhima, 2015)

★Grammar Translation Approach - viewed grammar as the core of the language.

★Larsen-Freeman (2001) - “Grammar should be seen as a skill rather than purely

competence.”

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B. Grammaticalizing / Grammaticalization

★French linguist Antone Meillet - introduced the concept of grammaticalization in his 1912 study “L’
evolution des formes grammaticales.

★Grammaticalization
- described as the process by which grammar is created ( Croft, 2006) or the study of this process.
- It is the language process change by which words representing objects and actions (i.e nouns and verbs)
become grammatical markers ( affixes, prepositions, etc.) which results in the creation of function words
through a process other than deriving them existing bound and inflectional constructions, but instead
derived them from content words .
- involves reduction and increased dependency

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Reduction
- also known as phonetic erosion or phonological reduction is an expression in
linguistics that loses phonetic substance if it undergoes grammaticalization.
For example:
1. Going to (verb) – gonna (auxiliary)
2. because –> coz
3. that (demonstrative) – that (complementizer) as in:
Demonstrative: I saw that. He went there.
Complementizer : I saw [that he went there]
4. I will see you later → I am gonna see you later.
5. My friends will be there this evening. → My friends‘ll be there this evening.

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C. Error Correction vs. Feedback

Mistakes
- usually refer to slips students commits which they can correct themselves
once pointed out to them.
- when it comes to errors these are mistakes which the students can not correct
themselves and therefore need an explanation.
★When teachers respond to errors, it should be viewed as teacher giving feedback,
helping students to reshape their knowledge than telling them outrightly , they are
wrong.
★The teacher’s reaction towards errors students have committed is very important.

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Example: Positive Feedback

★Confirmation: “I like how you pronounce X. Can you try it once more so that it
sounds more like it is pronounced in [target language]?”

★Praise “amazing” , “bravo”, “excellent”

★Teacher’s request to repeat: Teacher applauds students in front of the class.

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Negative Feedback
★Indirect/Implicit Strategies

1. Recasts :
Students: Yesterday I go shopping.
Teacher: Oh yesterday I also went shopping.

2. Clarification request: “Excuse me?”

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Negative Feedback
★Direct/Explicit Strategies:
1. Correct answer feedback: “ oh, you mean...”, “you should say”, “the correct
verb form is”
2. Guided Feedback : Elicitation techniques
■ Metalinguistics feedback. The teacher asks a question and/on provides a
comment or information related to the utterance of the student without giving
the correct form.
(For example, “Is it masculine?” “ Is that how you say in English?” and “Do you
say It that way?”
■ Teachers request to repeat (with corrective intent ).
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D. Spoken vs. Written Grammar

★The difference between spoken and written grammar is like an argument formal
and informal grammar although there are disputes that prove that spoken grammar
doesn’t really seem to exist technically because it is essentially the same as the
written grammar.
★The distinction is practically due to the fact that we don’t speak the way we write
and we certainly don’t write the way we speak.

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E. Grammatical Assessment

★Assessing grammar is a fundamental aspect of teaching that helps determine

student proficiency in language.

★It can be used to help identify the strengths and weaknesses of learners.

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★As a future teacher, I need to know these terms and concepts in managing and
implementing standards-based grammar because…

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CASTS:

Alayon, Norelie
Alvarez, Amerah
Burac, Arjane Christine
Din, Joseph Wilfred
Manalo, Yanni Clarinda
Motin, Hannah Mae
Mercado, Jarrel Zen
Ramirez, Ian Vincent
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