TEACHING english AS A

SECOND LANGUAGE
 hello!
I am Roldan J.
Manguiran
Topic : Teaching Grammar

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 1.

What is grammar?
Definitions of Grammar
The study and practice of the rules by
which words change their forms and are
combined into sentences (Hornby, 1994).

It is the way in which words change

Grammar themselves and group together to
make sentences (Harmer, 1987).

Cook (1991) defines grammar as the

most distinctive aspect of a language
without which communication would be
difficult or impossible.
Two Teaching Methods
of Grammar (Kauppinnen, 2008)

1. Formalists (Chomsky) [1950s]

stressed structural description.
METHODS

2. Functionalists (Halliday)
[1970s] saw grammar as the
design of texts concerning with
interaction and rhetoric.”
5 Major Approaches to Teaching
Grammar (Anh, 2013)


 Traditional Approach

 Audiolingual Approach
 Cognitive Code Approach

 Comprehension Approach

 Communicative Approach
 Traditional
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Approach
.
-Analysis of grammatical rules and translation of written pieces

-This approach, traditionally called Grammar-Translation Method

(GTM) enabled students to read the literature and develop their minds
in target language (Freeman, 2000).

-Language learning as the analysis of language is done through

memorization of grammar rules and bilingual wordlists, which are
followed by the application in translation exercises.”

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 2 Audiolingual
. Approach
-Viewed language learning as a mechanical habit
formation

-Certain key structures selected from dialogues are used

as the basis for students’ pattern drills such as repetition,
backward build-up, substitution, transformation, and
question answer (Freeman, 2000).
 Cognitive Code
3. Approach
-In the late 1960s Noam Chomsky, an advocate of Formalist
approach to teaching grammar introduced the theory of
Transformational Generative Grammar through Language
Acquisition Device (LAD). Chomsky (1957) believes that language
acquisition is a cognitive psychological process rather than a
product of habit formation.
- In Cognitive Approach, first the grammar rules are presented and
then the learners are exposed to examples of structures from which
the learners could induce the learning principles on their own.
 Comprehension
4.
Approach
During 1970s and 1980s, the weightage was shifted on the
meaning of grammar from the formation of structures.
Practitioners presented grammar inductively letting
learners discover the meaning from grammatical
examples. During the same time, Communicative
language Teaching (CLT) came into the scene.
 Communicative
5.
Approach
Since its introduction in 1970s, communicative approach
to language teaching has been the most appreciated
second language teaching methodology. The objective of
CLT, according to Canale and Swain Model (1980) has
been developing competency of four components (strategic
competence, discourse competence, grammatical
competence, and
 Necessity of
Teaching Grammar

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Why teaching grammar is important?
grammar can be seen as “a resource
Teaching grammar for speakers to communicate in
accurate (form), meaningful
helps with language
(meaning) and appropriate (use)
acquisition. ways.”

Learners’ accuracy in Teaching grammar as a skill will

acquiring difficult enhance communicative accuracy and
grammar points can be as such the consideration of grammar
increased by teaching as a skill will lead to increased
grammar. communicative competence.
 Instructional Activities in Teaching
Grammar

IMPLICIT
INSTRUCTIO EXPLICIT
N INSTRUCTION
 IMPLICIT
INSTRUCTION
Implicit learning is a kind of
Input Flood
unconscious behavior, namely the
learners do not know the content
they are learning in the process of Input
learning, also do not know who is
learning, which can not be built and Enhancement
verified (Ling, 2015).
Structure-based
Task
 EXPLICIT
INSTRUCTION
Explicit learning refers to
Consciousness-
learning the vocabulary and raising Tasks
grammar in language materials
by dominant means, such as
memory, grammar analysis, Focused
Collaborative and so on, which is a process
Communicative Tasks
conscious and controlled
Dialogues (Ling, 2015).

Language Experience
Garden Path Approach

Technique
 IMPLICIT

🔑 Input Food
INSTRUCTION

  presents students with a text that contains many

instances of the target form, with the expectation
that students will notice it (Rodriguez, 2009).

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 IMPLICIT
Input
🔑 Enhancement
INSTRUCTION

  forms are highlighted with different colored inks,

bold lettering, underlining, or other cues intended to
raise students’ awareness of a structure (Fotos,
2002).

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 IMPLICIT
Structure-based
🔑 Task
INSTRUCTION

  Students were not explicitly taught comparative

structures at any point during the task, but they had
to use comparative forms to complete it (Fotos,
2002).

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 EXPLICIT
Consciousness-
🔑 raising Tasks
INSTRUCTION

 
learners are encouraged to determine grammar rules
from evidence presented during the task (Ellis,
2001, p. 21).

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 Focused EXPLICIT

🔑 Communicative
INSTRUCTION

Task
 
designed to bring about the production of a target
form in the context of performing a communicative
task (Ellis, 2001, p. 21).

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 EXPLICIT
Garden Path
🔑 Technique
INSTRUCTION

  introduces a grammatical rule and then leads

learners into situations in which they may
overgeneralize, so they can 3 consider the correct
form (Tomasello & Herron, 1988, p. 244).

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 EXPLICIT
Collaborative
🔑 Dialogues
INSTRUCTION

  use conversations in which students work

together to discuss and use a new form,
constructing a sentence together (Larsen-Freeman,
2003).

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 EXPLICIT
Language
🔑 Experience
INSTRUCTION

Approach
  a technique in which learners dictate to the
instructor, in English, something they would like
to be able to say (Larsen-Freeman, 2003, p. 96).

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Thank you for listening!

Any questions?

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 References:
Gallup Rodriguez, A. (2009). Teaching Grammar to Adult English Language Learners: Focus on Form.
CAELA Network Brief. Center for Adult English Language Acquisition.

Larsen-Freeman, D. (2001). Teaching grammar. Teaching English as a second or foreign language, 3,

251-266.

Magezi Mandlhazi F. & Ba, H. (2001) Strategies for the Teaching Grammar in English Second Language.

Garrett, L. (2003). Teaching grammar in an English as a foreign language (efl) context. The Australian
Journal of Indigenous Education, 31, 35-40.

Mahboob, T. S., & Rahman, M. M. A. Effective Ways of Teaching Grammar in Second Language
classroom.

Ling, Z. H. E. N. G. (2015). Explicit grammar and implicit grammar teaching for English major students
in university. Sino-US English Teaching, 12(8), 556-560.