I conducted a grammar lesson to teach Proper and Common nouns to year 3

students by using the approach of explicit grammar teaching. Explicit grammar

instruction creates awareness and leads to conscious learning and noticing (Schimidt s
noticing hypothesis, !!"#.
$he strength of my lesson was the direct teaching method that I used. I
considered the age and students% le&el of proficiency which is intermediate. $herefore,
not all of the students would be able to ma'e deductions on implicit grammar teaching.
In sol&ing the issue of whether grammar is to be taught explicitly or implicitly, I ha&e
come to a solution based on my lesson. I find that explicit grammar instruction was a lot
easier to attend to than implicit because I was already exposing to the students the rule
of Proper (ouns which was the first letter must always be capitali)ed. $herefore, the
students would be able to comprehend and identify what is Proper (oun immediately. *s
explicit grammar teaching is towards conscious learning, it is &iewed as an approach to
the teaching of grammar in which instruction in grammar (through drills, grammar
explanation, and other form+focused acti&ities# as a way of raising learner%s awareness
of grammatical features of the language (,ichards, Plat, and Plat, !!-#.
$he wea'ness is my instructional language. $he explicit teaching of grammar
was affected by my inaccurate choice of words which could ma'e the students pu))led.
.org (-""/# claims that teacher cognition is formed by thoughts, 'nowledge and beliefs
and has an impact on instructional decisions. I used the word 0test understanding1
instead of 0chec' your understanding1 which ga&e a wrong idea to the students as if they
were being tested. $he grammar item was also not taught in context. 2uring the practice
stage where students were gi&en wor'sheet, the names of places and person are not in
context. $he students could not relate to the lesson because it is not authentic.
*ccording to .irsen $utunis (-"-#, there are few &ariables that effects the classroom
applications which are the teacher%s 'nowledge and experience. In my opinion, another
wea'ness in my lesson was my 'nowledge and experience whereas I was teaching
grammar without regarding the classroom situations. 3hen I put the Proper (ouns and
Common (ouns notes side by side, it actually distracts student and they will not focus
when I explained about one of the nouns.
$he change that I would li'e to apply in my lesson is by consolidating on the
approach that I am using to teach grammar. I should do more research and practice on
my instructional language so that I would be able to teach grammar more explicitly using
accurate choice of words. I would li'e to change the way I approach the students by
ma'ing the exercises more authentic and relatable to the students.
In conclusion, I find that teaching grammar in context expose the students on the
usage of grammar itself rather than teaching grammar in isolation and that teaching
grammar is a lot more challenging than it loo's.