Unit-7-Teaching-Grammar.ppt

Welcome!,UnitSeven,TeachingGrammar,Warming-upquestionsforgrammarteaching,HowdidyourmiddleschoolEnglishteachersteachyouEnglishgrammar?Whatdoyouthinkofthiskindofteaching?,Someproblemsinthetraditionalgrammarteaching,DetailedexplanationoftherulesFocusonformthanuseTeacher-centerednessStudentspassiveroleRulesaretoorestrictiveEasytoforget,Thefocusfortoday,Theplace/roleofgrammarinELTProperunderstandingofgrammarHowcangrammarbetaughteffectively?,Grammarteachinghasalwaysbeenoneofthemostcontroversialandleastunderstoodaspectsoflanguageteaching.Grammarteachingcanmeandifferentthingstodifferentpeople.,I.TheroleofgrammarinELT,Differentideasaboutgrammarteaching,Studentsneedtobegivendetailedgrammarrulesiftheyaretolearnaforeignlanguagesuccessfully.,Overt/explicitgrammarteaching,e.g.Grammar-TranslationMethod,Audiolingualism,etc.,Wedonotneedtolearngrammarbecauseonelearnsonesmothertonguewithoutstudyinggrammar.,Nogrammarteaching,e.g.TheDirectMethodTheNaturalApproach,Teachinglearnershowtoconstructgrammaticalsentencesdoesnotenablethemtoproducereal-lifediscourse.,Covert/implicitgrammarteaching,e.g.CommunicativeLanguageTeaching(CLT)Task-basedLanguageTeaching(TBLT),Despitemanydifferentviewsabouttheroleofgrammarinlanguagelearning,theimportanceofgrammarcannotbedenied.Grammaticalcompetenceisessentialforcommunication(Brown,1994;Larsen-Freeman,1991),Theultimategoaloflanguageteachingistodevelopstudentscommunicativecompetence,whichincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.,Thereisoftenaninadequatetreatmentofgrammarinmostcommunicativesyllabuses,resultinginlowerlevelofaccuracythanthecasesunderformalinstruction.(淡化语法）（HinkelandFotos,2002),Mostresearchhasagreedthatthereisapositiveroleofinstructionforgrammarlearning.Grammarteaching“canenhancelearnerproficiencyandaccuracyandfacilitatetheinternalizationofitssyntacticsystem”.,II.Whatisgrammar?,Grammarissometimesdefinedasthewaywordsareputtogethertomakecorrectsentencesorrulesforformingwordsandcombiningthemintosentences.,(Ur2000:75),DianeLarsen-Freeman(1995):threedimensionsofgrammar,e.g.Wearenotathomerightnow.Rightnowwearenotathome.Notweatrighthomenoware.Weisnotathomerightnow.,Grammarandform,Grammarandmeaning,e.g.Thisis2680239.Weareathomerightnow.Pleaseleaveamessageafterthebeep.,Grammarandfunction,e.g.Father:Doyoudrink?Youngman:No,thanks,Imcool.Father:Imnotoffering,ImaskingIFyoudrink.DoyouthinkIdofferalcoholtoteenagedriverstakingmydaughterout?,Grammaticalaccuracyonitsownisadeadend,unlessusedtoreceiveandproduceinterestingandpurposefulmeaningswithinthecontextofreal-lifelanguageuse.,Conclusion,III.Howcangrammarbetaughteffectively?,Normallyweputgrammarteachingintothree-stageteachingmodel,thatis,PPP(Presentation,PracticeandProduction)Model.,Inthepresentationstage,theteacherintroducesnewgrammaticalstructuresinparticularcommunicativesituations,focusingonitsmeaning,formandonitsfunction.Itisimportantthatthestudentsunderstandthenewlanguage.Theemphasisatthisstageisonmeaningandform.,3.1Grammarpresentation,Canyouimagineinwhatwaysyouaregoingtopresentthedifferencesbetweentheuseof“some”and“any”?,Practice,Differentwaysofpresentinggrammarintheclassroom,DeductivemethodInductivemethodGuideddiscoverymethod,PP104-105,Deductivemethod,Theteacherpresentstheruleofthestructureontheblackboardandexplainsittothestudents.Thiswouldbefollowedbytheteachergivingseveralexamplesandthenaskingthestudentstoapplytherulesthemselvesinsomeexercises.,Thedeductivemethodiscriticizedbecause:Grammaristaughtinanisolatedway;Littleattentionispaidtomeaning;Thepracticeisoftenmechanical.,Meritsofthedeductivemethod,Itcouldbeverysuccessfulwithselectedandmotivatedstudents.Itcouldsavetimewhenstudentsareconfrontedwithagrammarrulewhichiscomplexbutwhichhastobelearned.Itmayhelptoincreasestudentsconfidenceinthoseexaminationswhicharewrittenwithaccuracyasthemaincriterionofsuccess.,Inductivemethod,Theteacherdoesnotexplaintheruleatthebeginning,butpresentsvariouslanguageformsandthestudentsarelefttodiscoverorinducetherulesorgeneralizationsontheirown.,Theguideddiscoverymethod,Similartotheinductivemethodinthatthestudentsareinducedtodiscoverrulesbythemselves.Differentinthattheprocessofthediscoveryiscarefullyguidedandassistedbytheteacherandtherulesarethenelicitedandtaughtexplicitly.,Implicitknowledgeandexplicitknowledge,Implicitknowledge:knowledgethatunconsciouslyexistsinourmind:e.g.ourimplicitknowledgeaboutourfirstlanguage.Explicitknowledge:ourconsciousknowledgeaboutthelanguage.pp.105-106,Howtousethethreemethods?,Inductiveanddiscoverymethodshouldbeusedforthosestructuresthatcanbeeasilyperceivedbythelearnerswhocandefinerulesthemselvesquicklyandeasilybecausewhattheydiscoverbythemselvesarebetterremembered.Ifthestructureisnoteasyforthelearnerstodiscoverthemselvesevenwithacontextprovided,itisbettertoteachtheruleexplicitlybecauseconsciousunderstandingoftheruleishelpfulforproducingthestructure.,Proceduresforteachinggrammarusinglisteningasinput,Presentingnewgrammaticalitemscanbestartedwiththeteacherpresentingorprovidingareadingtextoralisteningtext.Listeningtocomprehend(focusingonmessageswithtargetstructuresimbedded)Listeningtonotice(bycompletingagappedversionofthetexttoraiseawareness)Understandingthegrammarpoint(bydiscoveringandanalysing)Checking(identifyingerrors)Tryingitout(ashortproductionactivity),Somenewapproachestogrammarteachingmentionedinthetextbook,CollocationalConstructiveContextualContrastivePP107-108,Referencebooks,Thornbury,Scott.HowtoTeachGrammar.Beijing:WorldAffairsPress,2003.Ur,P.(1996)ACourseinLanguageTeaching:PracticeandTheory.Cambridge:CambridgeUniversityPress.Brown,H.D.(1994b)TeachingbyPrinciples:anInteractiveApproachtoLanguagePedagogy.London:PrenticeHall.,Inthepracticestagestudentsworkthroughactivitiesfromcontrolledtofreeinordertopracticethenewlanguageindifferentsituations.Theemphasisatthebeginningofthisstageisonaccuracy.,3.2Grammarpractice,Question,Whyispracticeveryimportantinlanguageteaching?,P108,Mechanicalpracticeinvolvesactivitiesthatareaimedatformaccuracy.Bydoingmechanicalpractice,studentspayrepeatedattentiontoakeyelementinastructure.Substitutionandtransformationdrillsaremostfrequentlyusedinmechanicalpractice.P109,Twocategoriesofgrammarpractice,SubstitutionSubstitutetheunderlinedpartwiththeproperformsofthegivenwords:greenlawncleanhouseprettygardenniceflowersMrsGreenhasthelargesthouseintown.,Mechanicalpractice,TransformationChangethefollowingsentencesintothepasttense.Usetheadverbsgiveninthebrackets.NowhelivesinLondon.(lastyear,Paris)WehaveEnglishandmathstoday.(yesterday,musicandP.E.)Heusuallygetsupatseven.(thismorning,eight),Mechanicalpractice,Accuracypracticeisintendedtoestablishsomecorrectnessintheproductionofnewitemsimmediatelyaftertheyarepresented,ortocorrecterrorslateron.,Inaccuracypractice,learnersareusuallyveryawarethattheyarerepeatingthenewitemoritemsagainandagain.Theyalsoknowthattheyareexpectedtoavoiderrors.,Davies&Pearse2002:36,Question,Whichofthefollowingthreeaccuracypracticeclassextractsdoyouthinkismostunnaturalandnon-communicative,andwhichdoyouthinkismostnaturalandcommunicative?Why?,Extract1,Mercedes,Ferrari,Buick,Jaguar,Teacher:WherewastheMercedesmade,Samuel?Learner1:ItwasmadeinGermany.Teacher:Right.WherewastheFerrarimade,Anna?Learner2:ItmadeinItaly.Teacher:It?Learner2:ItwasmadeinItaly.Teacher:Good.ItwasmadeinItaly.WherewastheBuickmade,Roberto?Learner3:ItwasmadeintheUSA.Teacher:Right.WherewastheJaguarmade,Laura?,(Theteachershowssomerealobjectstothestudentsandthenteaches),Extract2,Teacher:WatchJapan.Yuri.Learner1:ThewatchwasmadeinJapan.Teacher:Good.ShoesItaly.Raisa.Learner2:TheshoeswasweremadeinItaly.Teacher:MmAgain.Learner2:TheshoesweremadeinItaly.Teacher:Ok.CalculatorChina.Boris.Learner3:ThecalculatorwasmadeinChina.Teacher:CarUSA.Elena.,Extract3,Teacher:Ok.Checkyourwatches,calculators,pensLearner1:Ourshoes,teacher?Ourbag?Teacher:Sure.Whynot?Ok,letsseehowfreetradeaffectsus.Whataboutyourwatch,Samuel?Learner2:MywatchwasmadeinJapan.Teacher:Ah,aCitizenlikemine.Whataboutyourshoes,Lucy?Learner3:TheymyshoesNo?.TheyweremadeinItaly.Teacher:Good.Theyarenice.Whataboutyourbag,Ana?Learner4:ItwasmadeinPortugal.Teacher:Portugal?Really?Wherewasyourpenmade,Luis?,comment,Unnatural/non-communicative,Natural/communicative,213,DisplayquestionsArtificialpracticequestionsNoinformationgap,thusnon-communicative,Teacherlearnsreal,newinformationfromthelearnersanswers.,Referencebooks,Davies,P.&Pearse,E.SuccessinEnglishTeaching.上海：上海外语教育出版社,2002.,Thornbury,Scott.HowtoTeachGrammar.Beijing:WorldAffairsPress,2003.,Meaningfulpractice:thefocusisontheproduction,comprehensionorexchangeofmeaningthoughthestudents“keepaneyeon”thewaynewlylearnedstructuresareusedinprocess.Meaningfulpracticeusuallycomesaftermechanicalpractice.,PP110-114,Fluencypracticeisintendedtogetthelearnerstousenewitemsinmorenaturalcommunication.,Influencypracticetheteachershouldtrytogetthelearnersattentionoffthelanguageandontothecommunicationofideas.,Davis&Pearse2002:36-37,Meaningfulpractice,Afterthepresentationandmechanicalpracticeofadjectivecomparativesandsuper