The Psychological characteristics of grammar skills
The Content of Teaching Grammar
The Grammar Translation method will be discussed
Grammar explanations as used in the major methods
Practical approach
The presentation of structural form
Correction
Recognition exercises
Creative exercises (speech exercises)
Навигация
Practical approach
Teaching English Grammar
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1.2.2 Practical approach
It means that pupils learn those grammar items which they need for immediate use either in oral or written language. For example, from the first steps of language learning pupils need the Possessive Case for objects which belong to different people, namely, Mike’s textbook, Ann’s mother, the girl’s doll, the boys’ room, etc. The teacher masters grammar through performing various exercises in using a given grammar item.
1.2.3 Structural approach
Grammar items are introduced and drilled in structures or sentence patterns.
It has been proved and accepted by the majority of teachers and methodologists that whenever the aim to teach pupils the command of the language, and speaking in particular, the structural approach meets the requirements.
Pupils are taught to understand English when spoken to and to speak it from the very beginning. This is possible provided they have learned sentence patterns and words as a pattern and they know how to adjust them to them to the situations they are given.
In our country the structural approach to the teaching of grammar attracted the attention of many teachers. As a result structural approach to grammar teaching has been adopted by our schools since it allows the pupil to make up sentences by analogy, to use the same pattern for various situations. Pupils learn sentence patterns and how to use them in oral and written language.
Rule for the teacher:
The teacher should furnish pupils with words to change the lexical (semantic) meaning of the sentence pattern so that pupils will be able to use it in different situations. He should assimilate the grammar mechanism involved in sentence pattern and not the sentence itself.
1.2.4 Situational approach
Pupils learn a grammar item used in situations. For example, the Possessive Case may be effectively introduced in classroom situations. The teacher takes or simply touches various things and says This is Nina’s pen; That is Sasha’s exercise-book, and so on.
Rule for the teacher:
The teacher should select the situations for the particular grammar item he is going to present. He should look through the textbook and other teaching materials and find those situations which can ensure comprehension and the usage of the item.
1.2.5 Different approach
Grammar items pupils need for conversation are taught by the oral approach, i.e., pupils aud them, perform various oral exercises, finally see them printed, and write sentences using them.
For example, pupils need the Present Progressive for conversation. They listen to sentences with the verbs in the Present Progressive spoken by the teacher or the speaker (when a tape recorder is used) and relate them to the situations suggested. Then pupils use the verbs in the Present Progressive in various oral sentences in which the Present Progressive is used. Grammar items necessary for reading are taught through reading.
Rule for the teachers:
If the grammar item the teacher is going to present belongs to those pupils need for conversation, he should select the oral approach method for teaching.
If pupils need the grammar item for reading, the teacher should start with reading and writing sentences in which the grammar item occurs.
While preparing for the lesson at which a new grammar item should be introduced, the teacher must realize the difficulties pupils will meet in assimilating this new element of the English grammar. They may be of three kinds: difficulties in form, meaning, and usage. The teacher thinks of the ways to overcome these difficulties: how to convey the meaning of the grammar item either through situations or with the help of the mother tongue; what rule should be used; what exercises should be done; their types and number. Then he thinks of the sequence in which pupils should work to overcome these difficulties, i.e., , from observation and comprehension through conscious imitation to usage in conversation (communicative exercises). Then the teacher considers the form in which he presents the grammar item – orally, in writing, or in reading. And, finally, the teacher plans pupils’ activity while they are learning this grammar item (point): their individual work, mass work, work in unison, and work in pairs, always bearing in mind that for assimilation pupils need examples of the sentence pattern in which this grammar item occurs.
PART 3 FURTHER POINTS FOR CONCIDERATION
1.1 Introduction of new Material
1.1.1 Introducing new language structure
We will consider ways in which children can be introduced to new language structure.
When we present grammar through structural patterns we tend to give students tidy pieces of language to work with We introduce grammar, which can easily be explained and presented. There are many different ways of doing this, which do not (only) involve the transmission of grammar rules.
It is certainly possible to teach aspects of grammar - indeed that is what language teachers have been doing for centuries - but language is a difficult business and it is often used very inventively by its speakers, In other words real language use is often very untidy and cannot be automatically reduced to simple grammar patterns. Students need to be aware of this, just as they need to be aware of all language possibilities. Such awareness does not mean that they have to be taught each variation and linguistic twist, however. It just means that they have to be aware of language and how it is used. That is why reading and listening are so important, and that is why discovery activities are so valuable since by asking students to discover ways in which language is used we help to raise their awareness about the creative use of grammar - amongst other things.
As teachers we should be prepared to use a variety of techniques to help our students learn and acquire grammar. Sometimes this involves teaching grammar rules; sometimes it means allowing students to discover the rules for themselves.
What do we introduce? Our job at this stage of the lesson is to present the pupils with clear information about the language they are learning. We must also show them what the language means and how it is used; we must also show them what the grammatical form of the new language is, and how it is said and/or written.
What we are suggesting here is that students need to get an idea of how his new language is used by native speakers and the best way of doing this is to present language in context.
The context for introducing new language should have a number of characteristics.It should show what the new language means and how it is used, for example. That is why many useful contexts have the new language being used in a written text or dialogue.
A good context should be interesting for the children. This doesn't mean that all the subject matter we use for presentation should be wildly funny or inventive all of the time. But the pupils should at least want to see or hear the information.
Lastly, a good context will provide the background for a lot of language use so that students can use the information not only for the repetition of model sentences but also for making their own sentences.
Often the textbook will have all the characteristics mentioned here and the teacher can confidently rely on the material for the presentation. But the textbook is not always so appropriate: for a number of reasons the information in the book may not be right for our students in such cases we will want to create our own contexts for language use.
1.1.2 Types of contextContext means the situation or body of information, which causes language to be used. There are a number of different context types, but for our purposes we will concentrate on three, the students' world, the outside world and formulated information.
The students' world can be a major source of contexts for language presentation. There are two kinds of students' world. Clearly we can use the physical surroundings that the students are in - the classroom, school or institution. But classrooms and their physical properties (tables, chairs, windows, etc.) are limited. The students' lives are not constrained in the same way, however, and we can use facts about them, their families, friends and experiences.
The outside world provides us with rich contexts for presentation For example, there is an almost infinite number of stories we can use to present different lenses. We can also create situations where people speak because they are in those situations, or where the writer describes some special information. This is especially useful for the practice of functional language, for example.
We can ask students to look at examples of language which show the new language in operation, though this last category can sometimes have no context. These three sub-categories, story, situation or language, can be simulated or real. Most teachers are familiar with 'made-up' stones which arc often useful for classwork: real stories work well too, of course. In the same way we can create the simulation of an invitation dialogue, for example. But here again we could also show students a real invitation dialogue. In general we can say that real contexts are better simply because they are real, but they may have complexities of language and comprehensibility which can be avoided by simulated contexts - life-like but clearly mode-up to some extent.
Formulated information refers to all that information which is presented in the form of timetables, notes, charts etc. Once again we can use real charts and timetables, growth statistics, etc. or we can design our own which will be just right for our students.
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