Teaching Grammar

GM Zulfiquer Haider
Faculty of TESOL,ELT,ESL
Grammar is generally thought to be a set of rules specifying the
correct ordering of words at the sentence level (Nunan, 2003)

Grammar is a description of the rules that govern how a

language’s sentences are formed (Thornbury, 2008)
There are two different purposes of Grammar teaching. Those
are :
Accuracy
Accuracy is the ability to produce correct sentences using correct
grammar and vocabulary.

Fluency
Fluency is the ability to read, speak, or write easily, smoothly,
and expressively.
Accuracy development
Purposes
to help students achieve accurate perception and production of
a target item which can be a sound, a word, or a sentence
structure.
Material
the texts are usually composed of separate items: the target
items are usually practiced out of context or situation
Fluency development
Purposes
to help students practice language in listening, speaking, reading,
and/or writing activities to so develop fluency in using the language in
spontaneous communication.
Material
the texts are usually whole pieces of discourses: conversation, stories,
etc.; texts are usually authentic and used as they would be in real life.
Activities for accuracy and fluency development
Accuracy development: grammar presentations, gap-fill
exercises, frame dialogues.

Fluency development: role plays, speeches, communicative

activities, games.
Strategies of grammar teaching
 Grammar in isolation and grammar in context
 Deductive way and inductive way
Grammar in isolation
Grammar is taught as separate topic to make sure the pupils recognize
the rules and regulations of grammar. It is applicable for language
learning only and focused on form and meaning only.
E.g. : past tense, present tense, Irregular verbs
Grammar in context
Integrate grammar in everyday teaching. It is applicable to language
learning and acquisition also and focused on form, meaning and usage.
E.g. : listening, writing, speaking
Deductive approach (RULE-DRIVEN LEARNING)
Starts with the presentation of a rule and is followed by
examples in which the rule is applied. Teacher teaches the rule
first and make the learners learn/memorize and then show the
examples.
Step 1: Subject+verb+object
Step 2: I eat rice
Activities in deductive method
 Reading aloud
 Memorizing
 Word checklist
 Fill in the blank exercise
 Structure based free sentence composition
 Structure based discourse composition
 Short Q/A
Inductive approach(DISCOVERY LEARNING)
Starts with some examples from which a rule is inferred.
Students are given a sample and the teacher guides them in
discovering the grammar rules used in the sample.
Activities in inductive method
 Engaging (picture, realia, stories, video)
 Controlled drills
 Meaningful drills
 TPR
 Matching
 Role play
 Drama
Grammar Lesson Checklist
• Presentation
• get all my students’ attention?
• use any material to help my students understand the grammar
point
• use any of the next strategies while explaining the grammar point
• Elicitation
• comprehension checks
• confirmation checks
• Asking leading questions
• Making connections (old-new)
• Giving feedback