1. education
2. english as a second language

Teaching Grammar and
Language Functions
MA IN ENGLISH LANGUAGE
TEACHING
NYME BTK
2011
FOKI LÍVIA
Definitions
“At its heart, then, grammar consists of two fundamental
ingredients – syntax and morphology – and together they
help us to identify grammatical forms which serve to
enhance and sharpen the expression of meaning.”
Batstone, Product and process: Grammar in the second language
classroom. In Bygate, M., Tonkyn, A. and Williams, E. (eds.)
Grammar and the Language Teacher. pp. 224-236. London: Prentice
Hall. 1994b:4
Definitions
“Grammar is a set of rules that define how
words are combined or changed to form
acceptable units of meaning within
language.”
Ur, A Course in Language Teaching. Cambridge: CUP. 1996:87
Definitions
“…grammar(ing) is one of the dynamic linguistic
processes of pattern formulation in language,
which can be used by humans for making
meaning in context-appropriate ways.”
Larsen-Freeman, Teaching Language: From Grammar to
Grammaring. Boston: Thomson, Heinle. 2003:142
Purpose of grammar teaching
To enable learners to use linguistic forms
 accurately
 meaningfully
 appropriately
to achieve communicative competence
Communicative Competence
Chomsky’s competence:
The native speaker's perfect knowledge of the grammatical
rules, lexis and the sound system knowing what is
grammatically correct.
Hymes communicative competence
The ability not only to apply the grammatical rules of a
language in order to form grammatically correct sentences
but also to know when and where to use these sentences
and to whom.
Communicative Competence
Canale and Swain
1. Linguistic
2. Sociolinguistic
3. Discourse
4. Strategic
Theories and approaches related to
grammar teaching
The Grammar Translation Method
“grammar translation approaches the language first through
detailed analysis of its grammar rules, followed by
application of this knowledge to the task of translating
sentences and texts into and out of the target language. It
hence views language learning as consisting of little more
than memorizing rules and facts in order to understand
and manipulate the morphology and syntax of the foreign
language” (Richards and Rogers,1986:3).
Theories and approaches related to
grammar teaching
The Audiolingual Method
• Structural patterns are taught using repetitive
drills, grammar explanation is not given.
• Inductive explanation of grammar is preferred.
• Structures are taught one at a time and then
sequenced based on contrastive analysis
Theories and approaches related to
grammar teaching
The Communicative Approach
• Distinction is made between acquisition and
learning.
• Language should be learnt by experiencing it
meaningfully as a tool for communication.
• Problems occur in contexts where the availability of
the communicative use of the language is limited,
and exams require a high level of grammatical
accuracy.
Processes involved in grammar
teaching and learning
 Comprehensible input
The learner progresses along a natural order when receiving input
that is one step beyond the learner’s current stage of linguistic
competence (i+1) (Krashen's Input Hypothesis)
 Consciousness-raising/awareness raising
An approach to the teaching of grammar in which instruction is
viewed as a way of raising the learner’s awareness of grammatical
features of the language. This approach is contrasted with
traditional approaches to the teaching of grammar, in which the
goal is to instill correct grammatical patterns and habits directly.
Processes involved in grammar
teaching and learning
 Noticing
conscious intake of new language
noticing is an interface between explicit and implicit knowledge:
conscious intake of new language
noticing the form is facilitated when the input is meaningful to the
learner
 Inductive and deductive approach
inductive approach
the rule is inferred through some form of
guided discovery.
deductive approach
the rule is presented and the language is
produced based on the rule.
Processes involved in grammar
teaching and learning
 Declarative and procedural knowledge
Declarative knowledge (explicit) is available to consciousness and can
be used as a set of instructions to guide behaviour through
interpretative, problem-solving or analogy-forming procedures
Procedural knowledge (implicit) is not conscious and only comes
about by repeated use of declarative knowledge in productions
 Input and intake
Input: language resources, textbooks, materials, and classroom
discourse that are used to initiate the language learning process.
Intake :that part of the input that has actually been processed and
turned to knowledge of some kind.
The PPP lesson
Presentation - Practice – Production
1.
Presentation stage:
- learners receive input concerning a certain language phenomenon
- through various presentation techniques the teacher leads the learners to notice
the language form in focus
General model for introducing new grammar:
FORM - FUNCTION - MEANING
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lead-in
elicitation
highlighting form and pronunciation
accurate reproduction
concept checking
2. Practice
comprises a series of activities which can be seen as progressing on a
control cline. At the controlled end the focus is on the form, at
the free end the focus is on the meaning
 Controlled practice-drilling
 Free practice
3. Production
Free language use is fostered by the use of
Communicative/information gap activities.
Principles of teaching grammar
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Grammar should be taught frequently and in little bits with a lot of
recycling and revision
Grammar should be taught systematically with enough flexibility to react
to learners' needs.
Grammar should be presented and practiced in meaning-oriented activities.
A combination of inductive and deductive presentations should be used.
Limited use of the L1 should be made possible.
Problem-solving grammar activities should be used to develop learners'
active knowledge of grammar.
Elicitation and corrective feedback .should be used
Bibliography
 Bygate, M., Tonkyn, A. and Williams, E. (1994)(eds.)
Grammar and the Language Teacher. London: Prentice
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Hall.
Scrivener, J. (2010) Teaching English Grammar. Macmillan.
Thornbury, S. (1999) How to Teach Grammar. Longman
Thornbury, S (2001) Uncovering Grammar. Macmillan
Heinemann.
Ur, P. (1988) Grammar Practice Activities. Cambridge:
Cambridge University Press.
Ur, P. (1996) A Course in Language Teaching. Cambridge:
CUP.