Pedagogical Grammar: Context and Grammar

​Context and Grammar

GRES209: Pedagogical Grammar​

Open Ended

Read the passage and find words that indicate past tense.  Write your answer in the space provided.       

​​Context and Grammar

​- Working Definition of Teaching Grammar

GRES209: Pedagogical Grammar​

​- Communicative Grammar in Context

​- The Roles of Context in Focus on Grammar

​​Working Definition of Teaching Grammar

​​GRES209: Pedagogical Grammar​​

Open Ended

Name some ways how to teach grammar in a traditional way.

Open Ended

Name some ways how to teach grammar in a communicative way.

- The learner learns one grammatical item at a time

- The learner demonstrates mastery before moving on to the next​

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​GRES209: Pedagogical Grammar​

​Teach Grammar in Context

​GRES209: Pedagogical Grammar​

​The Role of Context in Focus on Grammar

GRES209: Pedagogical Grammar​

​Teaching a second language refers to second language instruction taking place in a country where the second language is spoken as the native language or L1.

​​ESL Situation

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​Foreign language classrooms have less access to communicative target language use since they can mostly access it in bilingual schools or language centers (English Language Academy).

​​EFL Situation

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​EFL and ESL CONTEXT

​​GRES209: Pedagogical Grammar​

​​- to provide a purely implicit focus on grammar during communicative language teaching (Spada & Lightbown, 2008), followed by pproduction opportunities and feedback on the correctness of the production.

• Communicative Grammar

• Practice makes perfect​

• FonF (e.g. first noun strategy)​

​GRES209: Pedagogical Grammar​

​ESL Situation

An appropriate model for L2 learners is that of a competent bilingual rather than a native-speaker model (Baker, 2006).​

• ​the teacher typically acts as a “knower/informer” and the learner as an “information seeker” (Corder, 1977).

• explicit task-based (Fotos, 2002) (roleplay)

• ​grammar translation approach is dominant

​​GRES209: Pedagogical Grammar​

​EFL Situation

​- prefer to teach reading or composition

- profound knowledge of Eng. Grammar

- knowledgeable and can relate to local culture, and norms​

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​Non-Native Speakers

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​​- the importance of NS speakers have declined

- number and power decreased

- lack knowledge of local culture, norms, and learning styles​

- superior knowledge of pronunciation​

​​Native Speakers

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​Factors that affect EFL CONTEXT

​​GRES209: Pedagogical Grammar​

​- the learners level should also be considered regardless of age

- Some are ready to ​learn with an NS some would just need more from NNS

- the learner's readiness should be consireded​

​EFL LEARNER PROFICIENCY LEVEL

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​- children can easily acquire language and understands FonF instruction compared to older ones, esp adult

- This view relates to what some people accept as Chomsky’s theory of the language acquisition device (LAD) within the human brain (Chomsky, 1965).​

​THE AGE OF THE LEARNER

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​Factors that affect EFL CONTEXT

​​GRES209: Pedagogical Grammar​

​The system of a language is taught through formal grammatical explanations and analysis, and through cognitive exercises, including translation (Mizumoto & Takeuchi, 2009), that involve the understanding of meaning (DeKeyser & Juffs, 2005).

​AFTER PUBERTY

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​- Submersion

- Immersion

- Pull-out

- Sheltered English​

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​CLASSROOM LEARNING ENVIRONMENTS

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​Factors that affect EFL CONTEXT

​​GRES209: Pedagogical Grammar​

​the L2 learner simply be plunged into regular L2 content classes with NS learners, without L2 instruction or assistance (a situation that has often been termed “sink or swim” by teachers)

​SUBMERSION

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​It requires opportunities for noticing the target form, development of language awareness through making forms conspicuous, the provision of output opportunities to practice the form, and subsequent feedback on form correctness (Batstone, 2002; Nassaji & Swain, 2000; Lyster, 2004) followed by opportunities for correction of errors.

​IMMERSION

​cLASSROOM LEARNING ENVIRONMENTS

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​​GRES209: Pedagogical Grammar​

​where L2 learners are removed from regular classrooms to study the target language.

​PULL-OUT

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​teaching content courses in simplified target language with supporting classes of target language instruction as a supplement (e.g., Harklau, 1994; Vaipae, 2001), with the goal of mainstreaming the learners within a few years (Baker, 2006).

​SHELTERED ENGLISH

​cLASSROOM LEARNING ENVIRONMENTS

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​​GRES209: Pedagogical Grammar​

​1. How is a communicative approach to teaching grammar useful in an EFL classroom where opportunities to use the language do not exist, or where the student’s goals may have nothing to do with communicative competence?

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​2. Why is the NS teacher no longer viewed as essential for effective language teaching in the foreign language situation?

​Questions for Reflection

​​GRES209: Pedagogical Grammar​

​3. Who are better language learners? Does age really matter in language learners? How?

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​4. What are the different types of classroom L2 learning environments? Which one is considered to be the best, and why?

​Questions for Reflection

​​GRES209: Pedagogical Grammar​

​5. In an ESL situation in the different parts of the Philippines, what type of syllabus do you think would be most beneficial?

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​6. In an EFL situation (students study in language schools, bilingual schools, and international schools), what type of syllabus do you think would be most beneficial?

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​Questions for Reflection

​​GRES209: Pedagogical Grammar​