ELT22603 11/02/19

METHODOLOGY IN TEACHING Jasmina Annie George

GRAMMAR Senior Lecturer, TESL, SESS
016-6700536
ELT 22603 jasmina@msu.edu.my

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• Grammar is fundamental to language. Without grammar,

language does not exist.
• In the field of language pedagogy nothing has been as
controversial as the role of grammar teaching.
• The controversy has always been whether grammar
THE CHANGING VIEW OF GRAMMAR should be taught explicitly through a formal presentation
INSTRUCTION of grammatical rules or implicitly through natural
exposure to meaningful language use.
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Changes in Grammar Teaching

CHANGES IN GRAMMAR TEACHING
• Grammar Translation Methods
• Direct Method
• Audio-Lingual Methods
• Presentation-Practice-Production (PPP) Models
• Communication-Based Approaches
• Task-based Approaches

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Grammar-Based Approaches Grammar Translation Methods

• The focus is on the translation of texts,

• Language teaching was equated with grammar
grammar, and rote learning of vocabulary.
teaching and grammar was used as content as well as
• There is no emphasis on speaking and
organizing principles for developing curriculum and
listening comprehension.
language teaching materials.
• This teaching method is still common in
• It was believed that language was mainly composed many countries and institutions around
of grammar rules and that knowing those rules was the world, and still appeals to those
sufficient for learners to know the language. interested in languages from an
intellectual or linguistic perspective.
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Direct Method Audio-Lingual Methods

• The Direct Method is based on the direct involvement of the student when speaking, and
listening to, the foreign language in common everyday situations. • The Audio-lingual Method emphasizes on the acquisition of
• The focus of the lessons is on good pronunciation, often introducing learners to phonetic structures and patterns in common everyday dialogue.
symbols before they see standard writing examples.
• These patterns are elicited, repeated and tested until the responses
• It requires small classes and high student motivation, and in the artificial environment of
a classroom it is difficult to generate natural situations of understanding and guarantee given by the student in the foreign language are automatic.
sufficient practice for everyone. • Some characteristics of this method are:
• This method has been developed where the teacher allows limited explanations in the
student’s native language and explains some grammar rules to correct common errors a
➢ Drills are used to teach structural patterns
student may make when speaking. ➢ Set phrases are memorised with a focus on intonation
• Some characteristics of this method are:
➢ Grammatical explanations are kept to a minimum
➢ Lessons are in the target language
➢ There is a focus on everyday vocabulary
➢ Vocabulary is taught in context
➢ Visual aids are used to teach vocabulary ➢ Audio-visual aids are used
➢ Particular attention is placed on the accuracy of pronunciation and grammar ➢ Focus is on pronunciation
➢ A systematic approach is developed for comprehension and oral expression
➢ Correct responses are positively reinforced immediately
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Presentation-Practice-Production Communication-Based Approaches

(PPP) Models • The Communicative approach emphasizes the ability to communicate the message
in terms of its meaning, instead of concentrating exclusively on grammatical
• Presentation – Practice – Production, or PPP, is a perfection or phonetics.
method for teaching structures (e.g. grammar or • The understanding of the second language is evaluated in terms of how much the
learners have developed their communicative abilities and competencies.
vocabulary) in a foreign language.
The Communicative Language Teaching method has various characteristics:
• PPP is divided into three phases, moving from tight ➢ Understanding occurs through active student interaction in the foreign
teacher control towards greater learner freedom. language
➢ Teaching occurs by using authentic English texts
• The name refers to a specific method that focuses ➢ Students not only learn the second language but they also learn
on oral skills, but it can also be applied more broadly strategies for understanding
➢ Importance is given to learners’ personal experiences and situations,
to a family of related methods which rely on the which are considered as an invaluable contribution to the content of the
progression from presentation, through controlled lessons
practice, to free production. ➢ Using the new language in unrehearsed contexts creates learning
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classroom
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Task-based Approaches TIMELINE OF TEACHING METHODS

• Task-based approach the teacher does

not pre-determine what language will
be studied, the lesson is based around
the completion of a central task and
the language studied is determined by
what happens as the students
complete it.

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THANK YOU!

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