Learning and Teaching Grammar

By: Muth Khen

Math Faty
Khon Sotheary

Highly Respect to Teacher and all my beloved classmates her.

Contents
1.What is Grmma?
2.Why Teach Grammar ?
3.How to teach grammar for rules?
4.How to Teach grammar for examples?
5.How to teach grammar through texts?
6..How to practice Gramma?
7.How to deal with grammar error?
8.How to integrate grammar?
9.How to test Gramma?
10.How NOt to Grammar ?
1.Grammar: is the business of taking a language
to pieces, to see how it work.
+ Grammar is Grammar is the mental
system of rules and categories that allows
humans to form and interpret the words and
sentences of their language.

2. In answers In answer to the question 'Why teach grammar?' the following

reasons were advanced:
— The sentence-machine argument
Part of the process of language learning must be what is sometimes called item-
learning — that is the memorisation of individual items such as words and phrases.
 (2)….- The fine-tuning argument
The purpose of grammar seems to be to
allow for greater subtlety of meaning
than a merely lexical system can cater
for.

—The fossilisation argument

— The advance-organiser
It is possible for highly motivated
argument
learners with a particular aptitude for
Grammar instruction might also
languages to achieve amazing levels of
have a delayed effect.
proficiency without any formal study
 —The discrete item argument — The learner expectations
Language seen from 'outside', can seem argument
to be a gigantic, shapeless mass, Regardless of the theoretical and
presenting an insuperable challenge for ideological arguments for or
the learner against grammar teaching, many
learners come to language
— The rule-of-law argument classes with fairly fixed
It follows from the discrete-item argument that,
expectations as to what they will
since grammar is a system of learnable rules, it do there.
lends itself to a view of teaching and learning
known as transmission.
 3. How to teach grammar for rules
*In this chapter, the distinction was made between:
• deductive approaches to grammar, where the rule is given and
then applied to examples
• inductive approaches, where the rule is discovered
by generalising from examples
*Among the advantages of using a deductive approach are thes:
• it is direct, no-nonsense, and can be very efficient
• it respects students' intelligence, expectations, and learning style (if
they are analytically inclined)
 *On the other hand, a deductive approach has the following dangers:
- it can be seen as dull, over-technical, and demotivating
- certain kinds of learners, including younger ones, may react negatively
-it encourages the belief that learning a language is simply a case of knowing the rules
 4. How to teach Grammar for examples
+ inductive learning :
- discusses two ways of learning a rule:
deductive (rule-driven) and inductive (rule-discovery) paths.
Deductive involves presenting the rule first, while inductive involves deriving
the rule from examples. Inductive learning is associated with natural language
acquisition and experiential
methods like the Direct Method and the Natural Approach.
These methods emphasize learning through experience and immersion in the
language.
However, successful inductive learning may require intervention from syllabus
designers, materials writers, or teachers.
 The text also mentions the Direct Method, which focuses on forming
associations between language and the real world to acquire language rules
Psychology Concepts and Terms:
eductive learning, inductive learning, natural language acquisition, experiential
learning, immersion, Direct Method, language competence, language data,
intervention.
5. How to teach grammar through text?
+Text and context:The text provides examples and explanations about the
importance of context in understanding the meaning of words, sentences, and
texts. It highlights how language is context-sensitive and how decontextualized
words, sentences, and texts can lose their intended meaning. The examples given
illustrate the necessity of context in interpreting language accurately.
+ Source of text: The text discusses the implications of a text-based approach
to teaching grammar, highlighting the importance of exposing learners to
grammar in context and the challenges associated with different sources of
texts. It emphasizes the need for learners to understand and produce whole
texts in a second language.

The text mentions four possible sources of texts: coursebooks, authentic sources
like newspapers, the teacher, and the students themselves. It also discusses the
advantages and disadvantages of each text source, emphasizing the importance of
engaging and meaningful texts for effective language learning.
 6. How to practice Grammar?
+Practice:: The passage discusses the importance of practice activities in language
learning, focusing on the objectives of accuracy, fluency, and restructuring of knowledge.
winning idea
+Accuracy
• The passage providesAaron
insights
Loeb
into the importance of accuracy in language learning.
• Learners need to devote attention to form to achieve accuracy, which requires time,
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familiarity with the language, sufficient thinking time, and unambiguous feedback.
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• Accuracy practice activities should be introduced after learners are familiar with the
material, and rushing through activities may be counterproductive.
• Teachers play a crucial role in providing feedback and conveying the importance
officer accuracy to learners.
+Fluency: The passage provides a detailed explanation of fluency, emphasizing
the importance of automization, chunks of language, and communicative tasks
in developing fluency. It highlights the need to focus on meaning, authenticity,
and communicative purpose in practice activities to shift our attention away
from form and enhance fluency.

+Restructuring:
• The passage provides an overview of the concept of restructuring in language
learning, emphasizing the importance of integrating new information into existing
knowledge.
• It discusses how restructuring can occur during practice activities, particularly in
communicative that problematize learning and trigger negotiation of meaning.
• Add a subheadingThe characteristics of practice activities aiding
restructuring include problematising, pushing learners beyond their
competence level, and providing scaffolding for support.
• The passage highlights the need for teachers to be familiar with a
variety of practice activities to cater to learners' diverse abilities,
learning styles, and motivations
 7.How to deal with Grammar error?
What are the error ?
Language Learners make mistakes. This seems to happen regardless of the teacher's
skill and perseverance. It seems to be an inevitable part of learning a language. Most
teachers believe that to ignore these mistakes might put at risk hte learner's linguistic
development. Current research tends to support this view. Not to ignore mistakes,
however often means having to make a number of on the spot decisions . To sum up,
then,the folowing categories of error identified
. Lexical errors​
. Grammar errors​
. Discourse errors and in the case of spoken language
. Pronunciation errors​
-Attitude errors and corrections: Few people like being wrong, and yet there seems
to be no way of learning a language without being wrong a lot of the time. Not
many people like being corrected either, yet to leave mistakes uncorrected flies in
the face of the intuitions and expectations of teachers and students alike. This
accounts for some of the problems associated with error and correction.
These different attitudes find an echo in the shifts of thinking that have taken place
amongst researchers and materials writers. Recent thinking sees errors as being
evidence of developmental processes rather than the result of bad habit formation.
This sea change in attitudes is well captured in the introductions to ELT
coursebooks. Here is a selection:
 "The student should be trained to learn by making as few mistakes as thestar... e must
be trained to adopt correct learning habits right from the start. 'Getting things wrong is
only good practice in getting things wrong.'Provided students communicate effectively,
they should not be given a sense of failure because they make mistakes’ 'Don't expect
learners to go stright from ignorance to knowledge.

-Responding to errors : Effective grammar error response is a crucial skill for any
writer or editor. By understanding common error types and applying constructive
feedback strategies, you can help others improve their writing and develop
stronger language skills.
 Here are some possible responses that the teacher might consider:
1.No. This is clearly negative feedback, but it offers the student no clue as to what was wrong.
2.He has long hair. This a correction in the strictest sense of the word. The teacher simply repairs the student's
utterance - perhaps in the interest of maintaining the flow of the talk, but reminding the learner not to focus only on
meaning at the expense of form.
3. No article. The teacher's move is directed at pinpointing the kind of error the student has made in order to prompt
self-correction.
4.No, anyone? An unambiguous feedback signal plus an invitation tor peer-correction. By excluding the option of
self-correction.
5. He has..?
6. He has a long hair? Another common teacher strategy is to echo the mistake but with a quizzical intonation.
7.Im sorry, I aidn't understand. Variations on this response include Sorry?
He what? Excuse me? etc. These are known as clarification requests and, of course, occur frequently in real
conversation.
To sum up, then: learners' errors offer the teacher a rich source of data with which to monitor learning. At the same
time, learners need feedback on their production.
 8.How to integrate grammar
-The PPP mode
-An alternative model
-Integrating grammar using a Ppp model of instruction
-Integrating grammar using a task-based model of instruction.
-Integrating grammar into a skills-based lesson.
*The ppp model ( presentation practice and production)
PPP represents accuracy-to-fluency model of instruction.
*An alternative model stands this progression on its head, and adopts a fluency-to-accuracy
sequence. Put simply, the learning cycle begins with the meanings that the learners want to
convey. They try to express these meaning using their available resources. They are then given
guidance as to how to do this better. This guidance may include explicit grammar instruction.
Through successive stages of trial, error, and feedback, the learner's output is fine-tuned for
accuracy.
 Proponents of the communicative approach proposed a fluency-first
model of instruction that is called task-based: first the learners perform a communicative
task that the teacher has set them; the teacher then uses this to identify language features
learners could have used in order to communicate their intentions more effectively: These
features are taught and practiced , before students re-perform the original.

*Integrating grammar using a PPP model of instruction (Intermediate)

In this example, we follow a teacher as she conducts a lesson through the three stages of
presentation, practice and production. The linguistic objective of the lesson is the language of
coercion.e.g. the expressions make someone do something, (not) let someone do something,
be allowed to do something and the modal structure have to.
 Step 1: The teacher uses a generative situation to provide a context for the targeted language.
In this case she introduces two characters.
Step2: The teacher asks the class to report back what they can remember her saying about the
character . She elicits on to the board the following sentences, shaping them into their correct.
Step3: Control practice: The teacher then elicits paraphrases of each of the six sentences and
writes them on the board. The cache rates them on of enrand a te eudent inpas aid
these are read out and checked in open class.
Step 4: The teacher sets a group-work task. The object is to find out who, in their groups,
went to the strictest, and who to the most easygoing, school.
The students prepare questions and ask others using target language form and report back to
the teacher..
 *Integrating grammar using a task-based model of instruction.
Step 1: The teacher introduces the theme by telling a short anecdote about her school days, which
demonstrates, for example, the relaxed approach to the dress-code operating in her school. She
uses this story to check the meaning of easygoing and its opposite, strict.
Step2: The teacher invites one or two learners to recount related experiences. She suggests that
many people react against a strict upbringing by adopting very easygoing attitudes as parents, and
vice versa. Since there is some argument about this, she suggests that the class conduct a survey,
in which they canvass each other to see if there is any correlation between previous experience
and present attitudes. She organizes the class into pairs to prepare questions, which they write
down.
Step 3: The teacher organizes the pairs of students into groups of four, and asks them to try out
their questions on each other, and to make a mental note of the answers. She monitors the
interactions, noting down examples of student productions that could be improved, but she
doesn't correct them at this point.
 Step 4: The teacher asks the class to listen to a recording of some fluent English speakers
chatting on the same theme.
Step5: Students then study the transcript with a view to finding language that might be
useful in the survey task, particularly language related to the nation of being struck and
easygoing.
Step 6: The students then return to their survey task - but are first given a chance to redraft
and refine their questions in pairs. They are then paired off with different students than the
ones they were talking to earlier.
Step7: The teacher then asks students, working in their original pairs, to prepare a report on
their findings, with a view to answering the question: How does upbringing affect attitudes?
Individual students are asked to present their report to the class. A general discussion ensues.
 *Integrating grammar into a skills-based lesson: Although in the preceding two examples
we have gone to some lengths to contrast presentation-based and task-based models of
instruction, it may be misleading to give the impression that it is a case of one or the other.
The following example attempts to demonstrate that, although the teacher is working to a
winning idea
grammar syllabus, it is possible to incorporate the targeted language into a lesson that is
essentially a skills one - that is, a lesson whose primary focus is the development of
listening, reading, speaking or writing skills.
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Step 1: The teacher tells the class an adventure he had in a North African country, when he was
traveling with a group of friends. While he is telling the story (and, note, telling, not reading) he is
also recording it on a personal stereo. Into the story he inserts, unobtrusively, a number of examples of
the structure 30 + adjective that ... as in It was so hot that we decided to go for a swim... the people
were so friendly that we didn't want to leave ... the train was so crowded that we couldn't find a seat ...
Once the story is completed, the students respond, asking questions to clarify details of the story and
adding comments of their own.
 Step 2: The teacher then asks questions on details of the story.
Step3: The teacher then produces a copy of a letter, telling the class that this is the letter he wrote
to his parents, recounting the incident.
Step 4: The teacher then asks the students to tell him what he had written about the weather.
winning idea
Step5:The teacher asks students to formulate the rule. He writes it up in
this form.
Step6: The teacher thenAaron
clears
Loeb the board of the sentences, leaving only the above rules, and asks
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the students to write a short summary of his story, incorporating the sentences they have been
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studying. They do this individually, and then compare their stories in pairs.
Step7: The teacher invites students to recall similar incidents that may have happened to them or to
someone they know. They tell their stories, first to each other her head then selected spents ire the
to pelt their use to so or such he pauses the story and elicits the appropriate construction from other
students.
 9.How to test Grammar?
Grammar testing is a crucial component of language learning, allowing educators to
assess students' understanding and mastery of the fundamental rules and structures of a
language.
*Importance of Grammar Testing
+ Skill Evaluation: Grammar tests provide a tangible way to measure a student's
progress in understanding and applying grammatical concepts.
+Targeted Instruction: Test results help teachers identify areas where students need
additional support, enabling them to tailor their lessons accordingly.
+Confidence Building: Successful performance on grammar tests can boost a
student's confidence and motivation in their language learning journey.
 *Types of Grammar Tests
+Objective Tests: These include multiple-choice, fill-in-the-blank, and matching questions that
evaluate specific grammatical concepts.
+Subjective Tests: Open-ended questions and essay prompts that require students to demonstrate
winning idea
their understanding through written responses.
+Oral Assessments: Evaluating a student's ability to apply grammar correctly in spoken language
Aaron Loebthrough interviews or presentations.
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*Designing Effective Grammar Tests
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+Clear Objectives: Ensure that test questions align with specific learning goals and target the right
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grammatical concepts.
+Varied Question Types: Include a mix of question formats to assess different aspects of grammar
knowledge and application.
+Appropriate Difficulty: Tailor the test difficulty to the skill level of the students, providing a balance
of challenging and accessible questions.
+Unambiguous Instructions: Provide clear and concise directions to help students understand what is
expected of them.
 *Administering Grammar Tests
+Preparation: Ensure students are aware of the test format, content, and timing to help
them feel confident and focused.
+Supervision: Maintain a positive, constructive environment during the test to minimize
anxiety and encourage students to do their best.
+Accommodations: Provide appropriate accommodations, such as extra time or a
distraction-free

*Scoring and Evaluating Grammar Tests

+Objective Scoring:Quickly and accurately score objective test questions to provide students
with timely feedback.
+Subjective Evaluation:Carefully review open-end
 *Providing Feedback on Grammar Test Results
+Highlight Strengths: Identify and emphasize the areas where students have
demonstrated strong grammatical knowledge.
+Identify Weaknesses: Provide constructive feedback on the specific grammatical
concepts that need further development.
+Suggest Next Steps: Offer guidance on how students can improve their grammar
skills, such as targeted practice or additional resources.
 10.How not to teach gramma?
Traditional grammar instruction often fails to engage students and improve their
language proficiency. Focusing on memorizing rules and definitions can be dry and
ineffective, leading to disinterest and lack of real-world application.

*Focusing on Meaning, Not Rules

+Context-Driven Approach: Teach grammar in the context of authentic
communication, rather than as standalone concepts.
+Function over Form: Emphasize how grammar structures convey meaning and
facilitate expression, not just the grammatical rules.
+Meaningful Examples: Use real-world examples and dialogues to demonstrate
grammar in use, not isolated sentences.
 *Integrating Grammar into Authentic Communication
+Task-Based Learning ： Design activities that require students to use grammar in the
context of real-world communication tasks.
+Feedback and Revision ： Provide constructive feedback on grammar usage and
encourage students to revise and refine their language.
+Collaborative Dialogue ： Foster discussions and interactions where students can
negotiate meaning and experiment with grammar.
+Self-Reflection ： Guide students to reflect on their own grammar usage and identify
areas for improvement.
*Leveraging Contextualized Examples
+Authentic Dialogues ： Use real-world conversations and literature to demonstrate grammar in
natural, meaningful contexts.
+Illustrative Sentences ： Provide sample sentences that clearly showcase how grammar structures
are used to convey specific meanings.
+Visual Aid:incorporate diagrams, charts, and other visual elements to help students understand and
retain grammar concepts.
 *Encouraging Learner Autonomy and Exploration
+Inquiry-Based Learning: Foster a spirit of curiosity and encourage students to actively
investigate and discover grammar patterns.
+Peer Collaboration: Promote group discussions and activities where students can learn from
one another's insights and experiences.
+Self-Assessment: Guide students to reflect on their own grammar usage and identify areas
for improvement.
+Diverse Resources: Provide a variety of grammar resources, including online tools, reference
materials, and supplementary activities.
We’re free question for