Universidad Autónoma de Santo Domingo (UASD)

Facultad de Humanidades – Postgrado Maestría en Lingüística

Aplicada a la Enseñanza del Idioma Inglés  (MLAEI 21-23)

Name 
Junior Herrera Diaz

Course 
IDI-8360 Practical Teaching of English Grammar 

Topic 
Reading Report: Chapter 18 Spoken Grammar 

Professor 
Angel Miguel Ortega 

Date 
02/04/2022
READING REPORT: Chapter # 18 ‘Spoken Grammar’ 

Part 1 Summary of the Work

Michael McCarthy and Anne O'Keefe's chapter on Spoken Grammar emphasizes how
diverse forms of writing are mostly informal, and hence writing is a direct mirror of how people
communicate. As a result of a world where real-time communication is essential, some of these
designs adhere to the fundamental use of text messaging, chatting, and emails.

This chapter covers three important topics about spoken grammar, which is defined as the
grammar that the majority of native and expert speakers of a language employ on a regular and
recurrent basis in the majority of their spoken interactions. The first question was whether or not
there is such a thing as spoken grammar. The second question was whether or not there is a
spoken grammar.

Part 2 Reaction to the Work 

The information provided is useful and should be used as a starting point when teaching
English. From a pedagogical standpoint, the focus has historically been on the written language's
codified grammar. Within teacher education, there is a pressing need to improve awareness of
the distinctions between spoken and written grammars, as well as to foster an understanding of
why these discrepancies occur. The higher the likelihood of advancement for learners'
comprehension and learning of spoken grammar as a natural and fundamental component of their
ability, the more aware language teachers are of these distinctions.

Teachers may improve students' general fluency and face-to-face interaction by learning
about the qualities of spoken grammar and how to teach them. This also raises the authenticity of
speaking classes and avoids students from becoming bored.

Conclusion
 The key to speaking English fluently and confidently is to master spoken grammar.
Knowing grammar will help you avoid making mistakes that make native English speakers
baffled. I've come to the conclusion that as teachers, we must work with our pupils to ensure that
they are confidence in their abilities. They will make errors, but the primary goal is to
communicate. I strongly believe that the reason children learn better during what is known as the
Critical Period is because they are not self-conscious, worried about making mistakes, thinking
about grammar rules but rather try to convey a message and openly receive corrections. Spoken
grammar is generated in real time and, when used effectively in the classroom, improves a
student's language learning abilities.

Celce-Murcia, M., Brinton, D. M., Snow, M. A., & Bohlke, D. (2013). Teaching

English as a Second or Foreign Language, 4th edition (4th ed.). Heinle ELT.