Teaching Grammar

Grammar is central to the teaching and learning of languages. It is also one of the more difficult aspects of language to teach well.

Many people, including language teachers, hear the word "grammar" and think of a fixed set of word forms and rules of usage. They associate "good" grammar with the prestige forms of the language, such as those used in writing and in formal oral presentations, and "bad" or "no" grammar with the language used in everyday conversation or used by speakers of nonprestige forms.

Language teachers who adopt this definition focus on grammar as a set of forms and rules. They teach grammar by explaining the forms and rules and then drilling students on them. This results in bored, disaffected students who can produce correct forms on exercises and tests, but consistently make errors when they try to use the language in context.

Other language teachers, influenced by recent theoretical work on the difference between language learning and language acquisition, tend not to teach grammar at all. Believing that children acquire their first language without overt grammar instruction, they expect students to learn their second language the same way. They assume that students will absorb grammar rules as they hear, read, and use the language in communication activities. This approach does not allow students to use one of the major tools they have as learners: their active understanding of what grammar is and how it works in the language they already know.

The communicative competence model balances these extremes. The model recognizes that overt grammar instruction helps students acquire the language more efficiently, but it incorporates grammar teaching and learning into the larger context of teaching students to use the language. Instructors using this model teach students the grammar they need to know to accomplish defined communication tasks

  

Goals and Techniques for Teaching Grammar

The goal of grammar instruction is to enable students to carry out their communication purposes. This goal has three implications:

• Students need overt instruction that connects grammar points with larger communication contexts.
• Students do not need to master every aspect of each grammar point, only those that are relevant to the immediate communication task.
• Error correction is not always the instructor's first responsibility.

Overt Grammar Instruction

Adult students appreciate and benefit from direct instruction that allows them to apply critical thinking skills to language learning. Instructors can take advantage of this by providing explanations that give students a descriptive understanding (declarative knowledge) of each

150 Teaching Methods

1. Lecture by teacher
2. Class discussion conducted by teacher
3. Recitation oral questions by teacher answered orally by students
4. Discussion groups conducted by selected student chairpersons
5. Lecture-demonstration by teache
6. Lecture-demonstration by another instructor(s) from a special field (guest speaker)
7. Presentation by a panel of instructors or students
8. Presentations by student panels from the class: class invited to participate
9. Student reports by individuals
10. Student-group reports by committees from the class
11. Debate (informal) on current issues by students from class
12. Class discussions conducted by a student or student committee
13. Forums
14. Bulletin boards
15. Small groups such as task oriented, discussion, Socratic
16. Choral speaking
17. Collecting
18. Textbook assignments
19. Reading assignments in journals, monographs, etc.
20. Reading assignments in supplementary books
21. Assignment to outline portions of the textbook
22. Assignment to outline certain supplementary readings
23. Debates (formal)
24. Crossword puzzles
25. Cooking foods of places studied
26. Construction of vocabulary lists
27. Vocabulary drills
28. Diaries
29. Dances of places or periods studied

CAUSATIVE CONSTRUCTION

Causative constructions When one does not carry out an action oneself but rather has the action done by someone else, this is expressed by a causative construction. > In English it is the verb "to have" that introduces the causative: "to have" (conjuguated) + direct objet (noun or pronoun) + main verb (in its past participle form): We'll have a monument erected on this site. I had my hair cut. > When one wishes to designate the agent of the action (the person who has carried out the described action), there are two possibilities: 1. -- "to have" (conjuguated) + direct objet (noun or pronoun) + main verb (in its past participle form) + "by" + agent (usually not as a pronoun): The professor had the work done by his lab assistants. I had it done by my employees. 2. -- "to have" (conjuguated) + agent (as a direct object noun or pronoun) + main verb (in its infinitive form) + the object (also in the form of a direct object noun or pronoun) The professor had his students write an essay. I had him do it. Note: Especially in spoken English, the verb "to get" often replaces "to have," in which case "to" is added to the infinitive (but not before past participles). This construction also suggests that it may be (or have been) difficult to produce a certain reaction on the part of the agent: We'll get a monument erected on this site. The professor got his students to write an essay. > When one wishes to express a change in temperament or in general conditions, it is the construction "to make + adjectif" which is used: That letter made her sad. He makes me furious! That new problem made negotiations really hard!

DESCRIPTIVE

1.1     Definition of Descriptive Paragraph

Descriptive paragraph is paragraph which expresses or describes place, thing and person in such vivid detail that the readers can easily visualize the described place, thing and person, or can feel that they involve in the experience.

Some descriptive paragraphs may be technical, for instance, describing about things or place such as car or classroom; on the other hand, it may describe an event or a place and include more figurative language (simile, metaphor etc.) or describe felling or emotion. Therefore, before writing a descriptive paragraph, it is important to consider the purpose and the audience.

Exercise:  can you define what a descriptive paragraph is?

1.2    Generic Structure

      Descriptive paragraph is intended to describe place, person, and thing so that the reader will be able to visualize the descriptions. Writing descriptive paragraph, generally, you have to regard as the following generic structure of descriptive paragraph:  

a.      Identification

Identification is a part in which you identify or write the recognition; moreover, it can be a general statement about place, person, or thing that you want to describe.

b.      Descriptions

Descriptions are vivid detail of place, person, or thing that you want to describe so that the reader can easily imagine or picture the descriptions, or they can feel that they involve in the experience. 

c.      Conclusion

The last part of descriptive paragraph is optional (i.e. it may be included or not). In this part, you conclude the paragraph or restate the identification or general statement.

RECOUNT

RECOUNT PARAGRAPH

1.    Definition

Recount Paragraph is paragraph which retells past events or experience for the purpose of informing or entertaining. This could include personal events, factual incidents or imaginary incidents

2.    Social Function

It is utilized to inform or entertain the reader.

3.    Generic Structure

·         Orientation

Setting the scene and giving the necessary background information such as, who, when, where, what, and why.

• Events

Retelling the event in chronological order or logical sequence, usually in the past. (there is no complication in recount)

• Reorientation

Including a personal comment or opinion and a closing statement.

4.    Special Characteristics

A good recount:

•         is well-organized and relates events in sequence by using appropriate linking and cohesive devices;

•         focuses on the important participants in the event; and

•         includes details and personal responses to add to the readers’ or listeners’ interest.

Personal recount should be written in the first person (using personal pronouns I/We, etc.)

Factual recount should be written in the third person (he, she, it, etc.)

5.    Writing Recount Paragraph

a.     Orientation

Setting and necessary background are carefully established in order to provide the reader information about ‘who’, ‘When’, ‘Where’, ‘what’, and ‘why’.

Example:

My friends and I went to one of the well-known island in Bali, Lembongan.

b.  Events

The next step after constructing the orientation is to organize the events in chronological order or logical sequence. The focus should be on the important participant in the events; moreover, retelling the events should be done in line with type of the recount (i.e. personal or factual recount).

The following are some events that are chronologically arranged:

-          We visited Mangrove in which we could enjoy mangrove and its population that protected some parts of Lembongan Island;

-          Gala-Gala Under Ground House was the second place where we took pleasure in;

-          It was an outstanding human-made building which was ever made;

-          The third place which showed the almighty of the God was Sunset Beach in which we were presented by miraculous natural view that spoiled our eyes; in addition, we could ‘taste’ gorgeous sunset.

c.  Reorientation

This part in which we can put personal comment or closing statement is also optional in recount paragraph; thus, if you write it, it is suggested to write an interesting ending that attract the readers.

Example:

We really loved the trip and were looking forward to visiting other interesting places in Lembongan Island; what an enjoyable trip it was.

A Visit to Lembongan Island

            On Sunday morning, my friends and I went to one of the well-known island in Bali, Lembongan. At first, we visited Mangrove in which we could enjoy mangrove and its population that protected some parts of Lembongan Island. Gala-Gala Under Ground House was the second place where we took pleasure in. Furthermore, it was an outstanding human-made building that was ever made. The third place which showed the almighty of the God was Sunset Beach in which we were presented by miraculous natural view that spoiled our eyes; in addition, we could ‘taste’ gorgeous sunset. Therefore, we really loved the trip and were looking forward to visiting other interesting places in Lembongan Island; what an enjoyable trip it was.