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Unit7TeachingGrammarByYINBINAimsofthisUnit•Whatistheroleofgrammarinlanguagelearning?1•Whatarethemajortypesofgrammarpresentationmethods?2•Whatarethemajortypesofgrammarpracticeactivities?3I.TheimportanceofgrammarEnglishgrammaristhecoreofEnglishlanguage.WithoutgrammarEnglishlanguagecannotbewellconstructed.ThereisnaturallyChinesegrammarinthemindsofChinesestudents,andit'snoteasytotakeinthegrammarofaforeignlanguage.Ifyoucannotsolvethisdifficulty,theforeignlanguageyouwrite,thoughitmaybeunderstandable,willbeChinesestyleEnglish.II.TheroleofGrammar1.HowgrammariscurrentlytaughtTask1Readthestatementsonpage61/103aboutgrammarinEnglishlearninganddecideifyouagreewiththemornot.TheAssumptionsaboutgrammarinlanguagelearningAgree/disagree1Studentsneedtobegivendetailedgrammarrulesiftheyaretolearnaforeignlanguagesuccessfully2Childrendonotneedtolearngrammarruleswhentheyacquiretheirfirstlanguages,sotheydonotneedthemeitherwhenlearningaforeignlanguage.3Ifstudentsgetenoughchancetopracticeusingaforeignlanguage,theydonotneedtolearngrammar.4Makingstudentsawareofgrammaticalinformationisoneoftheteachingobjectives,allowingstudentsopportunitiesforusingthelanguageisjustasimportant.5Grammarshouldbetaughttohelpstudentsanalysedifficultstructuresintexts.6Teachingandlearninggrammarshouldfocusonpracticeratherthanthestudyofgrammaritself.7Grammarshouldbetaughtandpracticedincontext.8Knowinggrammarisnotenoughforrealcommunication.9Aninadequateknowledgeofgrammarwouldseverelyconstrainone’scapacityforeffectivecommunication.10Grammarisalways“themostboringbit”oflanguagelearning.×√√√√×××/√×/√×Student-centeredinstructionFormanyyearsChineseteachersofEnglishhavefollowedthetraditionalwayofteachinggrammarasthefollowingthreesteps:dosomewrittengrammarexercisesstudyafewexampleslearnaboutthegrammarrules2.PlaceofGrammarinEnglishteaching?Grammarisnotaseparate`subject',norisitevenaseparatedivisionofEnglishwork.Languageteachingtheoryhastendedtoemphasizeontherapiddevelopmentofautomaticspeechhabits,andtheneedtodiscouragestudentsfromthinkingconsciouslyabouttheunderlyinggrammaticalrules.2.PlaceofGrammarinEnglishteaching?Advocatesofthe`OralMethod',theAudio-lingualmethod'andtheNaturalApproachintheirmoreextremeformshaveassumedthatlanguagelearningisaninductiveratherthanadeductiveprocess,themosteffectivemethodofteachingistoprovideplentyoforalandwrittenpractice,soastousethelanguagespontaneously(本能地)withouttheneedforovert(明显的)grammaticalanalysis.IV.Grammarpresentationmethods1.Deductivemethod:Thedeductivemethodreliesonreasoning,analyzingandcomparing.Teachingprocedurestudent’spracticeapplicationoftherules.teacher’sexplanationoftherules(instudent’snativelanguage)teacher’sexampleontheboardDeductivemethod:Advantages:goodforselectedandmotivatestudentssavetimetoexplaincomplexrulesincreasestudents’confidenceinexaminationDisadvantages:grammaristaughtisolatedlylittleattentionispaidtomeaningthepracticeisoftenmechanical2.InductivemethodIntheinductivemethod,theteacherinducesthelearnerstorealizegrammarruleswithoutanyformofexplicit(clear)explanation.Studentswillbecomeevidenttothegrammarrulesiftheyaregivenenoughappropriateexamples.Teachingprocedures1•authenticlanguagepresentation(givegrammarexamples)2•letstudentsobserve,analyzeandcompareexamples3•helpstudentsinductgrammarrules4•moreexamplesethepresentationofgrammarismorecomplexandtimeconsumptiongrammarisnottaughtdirectlysomerulescannotbeinducedeasilyAdvantagesDisadvantagesinspirestudents’thinkingactivitiesmotivatestudents’learninginterestsgrammaristaughtincontext.Itisbelievedtheinductivemethodismoreeffectiveinthatstudentsdiscoverthegrammarrulesthemselveswhileengagedinlanguageuse.Thisisespeciallytruewithgrammaticalregularitieswhichareeasilyperceived,understoodandapplied.3.TheguideddiscoverymethodSimilartotheinductivemethodthestudentsareinducedtodiscoverrulesbythemselves(similar)theprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.(different)3.TheguideddiscoverymethodImplicitandexplicitknowledgeImplicitknowledgereferstoknowledgethatunconsciouslyexistsinourmind,whichwecanmakeuseofautomaticallywithoutmakinganyeffort.Explicitknowledgereferstoourconsciousknowledgeaboutthelanguage.Wecantalkaboutit,analyseitandapplyitinconsciousways.Learningandacquiring(secondlanguageacquisitiontheory)3.TheguideddiscoverymethodExampleonpage105Task3(workingroupsof4.Howwouldyoupresentthestructure“have/hasbeendoing”.10minutespreparationandthendemonstrate)4.ThesynthesisapproachestogrammaticalpedagogyPenningtonemphasizedthatgrammarteachingshouldbe:CollocationalConstructiveContextualContrastive”ThesynthesisapproachestogrammaticalpedagogyCollocational:grammarshouldbebuiltoncollocationalrelationsbetweenindividuallexicalitemsandtheirsubcategories.Constructive:one’sknowledgeofgrammarisbuiltbitbybit,whichcloselymodelthewaylanguageislearnedandused.ThesynthesisapproachestogrammaticalpedagogyContextual:Elementsandstructuresaretaughtinrelationtotheircontext.Syntacticandlexicalchoicesareexplicit