Teaching Sub-Skills Grammar Skill In the Context of Saudi English Curriculum

Transcription

1 Kingdom of Saudi Arabia Ministry of Education Deputy of Education The Professional Development Project for English Language Supervisors and Teachers Teaching Sub-Skills Grammar Skill In the Context of Saudi English Curriculum Prepared by: Amal Al-Saif First Edition 1436 H. 1

2 2

3 Teaching Grammar 3

4 INTRODUCTION Teaching English has become a challenging process for teachers in the field since traditional methods do not deliver students to the required standards wished for. New approaches and methods need to be acquired in order to reach a higher level of English Language in a minimized amount of time. In this paper, an approach to teaching grammar is presented. It is supported with the research of experts and specialists of this field. In addition, a variety of examples and exercises are presented to help the teacher establish a clear understanding of how to teach grammar in the context of his or her lessons. The teacher will be introduced to the best methods and techniques to approach grammar. Also, the teacher will be able to pin point the pitfalls and mistakes in teaching grammar in order to avoid them. Many teachers find it difficult to teach grammar as part of the curriculum. They find that its rules and sequences are often confusing and boring for students. Traditional methods of teaching grammar are no longer reliable in reaching a full understanding of constructing correct English. This paper presents: step procedures for teaching grammar, core approaches in grammar presentation, advantages and disadvantages of different approaches, and pitfalls and mistakes teachers need to be aware of when teaching grammar. 4

5 INDEX Subject Page Introduction 4 Index 5 Package Guide 6 Trainees' Instructions 8 Training Tasks 9 Grammatical Rules in the Context of Language 10 Procedure 12 Practice and Consciousness Raising 13 Explicit and Implicit Knowledge 14 Deductive and Inductive Approaches to Teaching Grammar 19 Proposed Procedure for Teaching Grammar 25 Pitfalls and Mistakes Teachers need to be aware of and avoid 26 Implementing Educational Strategies in Grammar 28 Conclusion 30 References 31 5

6 PACKAGE GUIDE General Aim: The aim is to equip teachers with the best practices for teaching grammar in English languages courses of all levels. Specific Aims: By the end of this section, teachers are expected to achieve the following goals: 1. Acquire methods in students consciousness raising 2. Differentiate between explicit and implicit knowledge 3. Differentiate between deductive and inductive approaches to 4. grammar 5. Raise awareness of advantages and disadvantages of each 6. approach 7. Tackle with a variety of procedures for teaching grammar 8. Pin-point the do s and don ts in grammar teaching 9. Apply a number of activities and exercises The Target Audience English language teachers of all levels, elementary, intermediate and secondary. 6

7 Training Materials 1. Colored markers 2. Ball point pens 3. Flip chart 4. Computer 5. Data show 6. Miscellaneous handouts 7. Surveys 8. CD 9. Cards 10. Charts 11. Text books 12. Templates 7

8 TRAINEES' INSTRUCTIONS It is the trainees' responsibility to: 1. Attend the sessions on time. The session begins at 8.00 and ends at Bring in the training material as requested. 3. Act in accordance with the guidelines stated at the beginning of the training package. 4. Behave in courteous, responsible and professional manner at all times. 5. Participate actively on the training and over all activities. 6. Be proactive in seeking opportunities for experience and advancement. 7. Be willing to ask questions and seek information / help from the trainer and other professionals. 8. Maintain open communication with trainer and other trainees regarding your profession. 9. Make appropriate use of training and take full advantage of the learning opportunities as well as maintain openness to learning and be able to accept and use constructive feedback effectively. 10. Provide appropriate support and encouragement through out the training period. 11. Nominate individuals to perform certain functions within the group. 12. Collaborate with other group members. 13. Respect differences. 14. Maintain credibility in filling in the evaluation form at the end of the training programme. Comments and future suggestions can be handed to the trainer or the coordinator. 15. Keep mobiles on the silent mode. 16. Have a strong commitment to training and applying what is learned in their classes. 8

9 TRAINING TASKS No. Title Time 1 The rule of Transitive and Intransitive verbs in language. 10 m 2 Reading 10 m 3 Subject and Verb Agreement 15 m 4 Prepositional phrase 10 m 5 A grammatical lesson topic 10 m 6 Write a brief paragraph 10 m 9

10 Grammatical Rules in the Context of Language Experts have reached that grammar cannot be taught in isolation from context. Instead of teaching the rule then applying it on content, it is more effective to introduce a situation embedded in a story or a dialogue then ask indirect questions leading to intensive use of the targeted rule. In addition, many teachers approach grammar too seriously, with long unsmiling faces, in plodding academic style. Exercises and activities present in students books can be handled in a more appealing and encouraging method that makes grammar less intimidating for students. Grammar rules should also be practiced throughout other lessons as writing, speaking and listening. This approach would provide indirect practice that would enable students to reach a subconscious level of application. 10

11 It is more effective to introduce a situation embedded in a story or a dialogue then ask indirect questions leading to intensive use of the targeted rule. (Gardner, P. 40) Traditionally, grammar rules can be presented as rules with focus on form. This approach has its benefits, but the problem lies in the process and procedure taken as it is somehow focus on the form itself in isolation from language itself. On the other hand, communicative approaches usually include a focus on meaning and use as well as form. 11

12 Procedure Intro Step1 Step 2 Step 3 Step 4 Step 5 Shall I tell you a story? Establish the Context Introduce the Problem Try and elicit the target language Present the target language Present the target language in a dialogue Compare this to Today I will tell you the rules for the use of modal verbs with the perfect infinitives? Or Today we will learn to use should have? Most people like to hear a story, so they are ready to listen (and learn). They sit back in a receptive mood. Learners can use the context to help them understand the meaning. Encourage learners to fill in some details. This makes it more memorable. Learners focus on meaning. Here learners should be searching for the words they need to express their meaning create a desire to learn the grammar point. Focus on form Practice using target language. 12

13 Practice and Consciousness Raising In English curriculums presented by King Abdulla s Project for Curricula Development, it is clear that the writers and developers have put in mind approaching grammar in a more effective means. This will assist teachers in finding the best way to deliver their goals throughout their lessons. The following is one example: In Traveller 1 page 22, the lesson starts with a warm up activity of vocabulary then a reading passage about everyday schedule of a young man named Ahmad. The passage is entirely written in the Present Simple Tense. Throughout the passage, the students listen, read and answer questions using the Present Simple without really being conscious of it. When they reach part 3, titled Grammar, the student at this stage is introduced to the rule and given reference from the previous passage. At this stage, the teacher is raising his or her students awareness of how the rule is applied in the previous practice. By the end of the lesson, the teacher would have reached the following aims: 1. A specific grammatical feature is isolated for focused attention. 2. The learners are required to produce sentences or statements comprising the targeted feature. 3. The learners will be provided with opportunities for repetition of the targeted feature 4. There is expectation that the learners will perform the grammatical feature correctly. 5. The learners receive feedback (immediate or delayed) on whether their performance of the grammatical structure is correct or incorrect. 13

14 Explicit and Implicit Knowledge When teaching language as a second language, a teacher should be aware of what is Explicit and Implicit Knowledge. The difference between them affects how the teacher approaches his or her lesson. Explicit Knowledge Explicit Knowledge is conscious knowledge of grammatical rules learned through formal classroom instruction. In this respect, a person with explicit knowledge knows about language and the ability to articulate those facts in some way. For Example, Khaled knows every rule about past tense, but frequently makes mistakes in speaking and writing. What Khaled is experiencing is that such knowledge is easy for him while having time to think of the rule and apply it lays his shortcomings. On the basis of Khaled s case, explicit knowledge is learnable. For example, when grammatical items are given to learners, they learn the items first in a controlled learning process. Explicit Knowledge is also obtained through the practice of error correction, which is thought to help learners come to the correct mental representation of the rule. 14

15 A verb is transitive if it directs action towards someone, or something named in the sentence. He wrote a book. Wrote what? answer: a book. A verb is intransitive if it does not direct action towards someone or something named in the same sentence. They shivered in the cold. Shivered what? answer: none In the cases in which the verb could be used as transitive and intransitive, the usage of the verb in the context of the sentence would determine whether the verb is used as transitive or intransitive. We boiled the water. (transitive) Water boiled fast. (intransitive) 15

16 Implicit Knowledge Implicit Knowledge is automatic and easy accessed that provides a great contribution to building communicative skills. Implicit knowledge is unconscious, internalized knowledge of language that is easily accessed during spontaneous language tasks, written or spoken. Implicit language is gained in the natural language learning process. It means that a person applies a certain grammatical rule in the same way a child acquires her/his first language. According to language experts, the child implicitly learns aspects of language, but does not have access to an explanation of those rules explicitly. However, the question is raised whether explicit knowledge can become implicit in the process of learning. There are two answers. First, explicit knowledge could never become implicit due to the different brain function and different brain location of the process. The second is that some explicit knowledge can become implicit through intensive practice and exposure to the rule. Explicit Knowledge Implicit Knowledge 16

17 Deductive and Inductive Approaches to Teaching Grammar Deductive Approach This approach is the most familiar to English teachers. Its main focus is that a teacher teaches grammar by presenting rules, and then examples of sentences. Once learners understand the rules, they are told to apply the rules given to various examples of sentences. Giving the grammatical rules means no more than directing learners attention to the problem discussed. Experts explain that with deductive approach, students are in control during practice and have less fear of drawing an incorrect conclusion related to how the targeted language is functioning. Students are expected to engage with it through the study and manipulation of examples. Most importantly, when the rules are presented in the deductive approach, the presentation should be illustrated with examples, be short, involve students comprehension and allow learners to have a chance to personalize the rule. On the other hand, there are advantages and disadvantages in this approach: 17

18 Advantages 1. The deductive approach goes straight forwardly to the point and can, therefore, be time-saving. 2.A number of rule aspects (for example, form) can be more simply and clearly explained than elicited from examples 3. A number of direct practice/application examples are immediately given. 4. The deductive approach respects the intelligence and maturity of many adult learners in particular and acknowledges the role of cognitive processes in language acquisition. 5. It confirms many learners expectations about classroom learning particularly for those who have an analytical style. Disadvantages 1. Beginning the lesson with a grammar presentation may be off-putting for some learners, especially younger ones. 2. Younger learners may not able to understand the concepts or encounter grammar terminology given. 3. Grammar explanation encourages a teacher-fronted, transmission-style classroom, so it will hinder learner involvement and interaction immediately. 4. The explanation is seldom as memorable as other forms of presentation (for example, demonstration). 5. The deductive approach encourages the belief that learning a language is simply a case of knowing the rule. 18

19 Inductive Approach An inductive approach comes from inductive reasoning stating that a reasoning progression proceeds from particulars (that is observations, measurements, or data) to generalities (for example, rules, concepts or theories). It can be called rule discovery in which a teacher presents a set of examples that are discussed and tackled in mental activities leading to the conclusion of the rule. There are advantages and disadvantages for this approach as well. Advantages 1. Learners are trained to be familiar with the rule discovery; this could enhance learning autonomy and self-reliance. 2. Learners greater degree of cognitive depth is exploited. 3. The learners are more active in the learning process, rather than being simply passive recipients. In this activity, they will be motivated. 4. The approach involves learners patternrecognition and problem solving abilities in which particular learners are interested in this challenge. 5. If the problem-solving activity is done collaboratively, learners get an opportunity for extra language practice. Disadvantages 1. The approach is time and energyconsuming as it leads learners to have the appropriate concept of the rule. 2. The concepts given implicitly may lead the learners to have the wrong concepts of the rule taught. 3. The approach can place emphasis on teachers in planning a lesson. 4. It encourages the teacher to design data or materials taught carefully and systematically. 5. The approach may frustrate the learners with their personal learning Style, or their past learning experience (or both) would prefer simply to be told the rule. 19

20 Teachers may want to know which approach to choose when teaching grammar. The answer lies in their students age level. Using Inductive Approach is most sufficient with older students for it is a conscious and more sophisticated method. Students will focus on error correction. On the other hand, with younger students, deductive approach deals with learning subconsciously. In this regard, meaningful interaction in the target language (that is natural communication) is more important than the form of the language. For this reason, error correction and explicit teaching of the rule are de-emphasized. Most importantly, utterances are easily understood. In other words, when the inductive approach is applied, the learners learn the rule unconsciously. 20

21 Proposed Procedure for Teaching Grammar Practice is not enough to equip the learner with a good mastery of the rule. For this reason, the proposed procedure tries to also include consciousness-raising. In this case, the learners need to be carefully aware of certain features of the rule. This activity can be carried out through a passage and a text. For example, when teaching simple past tense, the teacher might ask the students to identify or notice sentences in the passage or text using the simple past tense. Even though the learners are recipients of the rule, this activity is useful to internalize the rule into their comprehension about it. Lastly, after exploring the concept of deductive-inductive approaches, it is thought that it is indispensable to combine the two approaches into an innovative procedure for teaching grammar. 21

22 Pitfalls and mistakes teachers need to be aware of and avoid: 1. Avoid relying entirely on rule-giving teaching Many teachers fall into the mistake of using deductive approach for all their grammar lessons. The teacher gives some rules and the students memorize those rules. Although this may ensure good grades in exams, when they are asked to apply the grammar items in real life context, they are sure to face great problems. Teachers need to avoid the traditional approach and start including inductive approach to make grammar teacher effective. 2. Engage the learner Some teachers fall into directly going straight into the lesson. It is necessary to prepare the learner for the lesson. Teachers need to engage their students first. They need to give an idea about their lesson by asking them questions that will lead them gradually and chronologically to the lesson. 3. Using visual and auditory aids A lot of teachers use visual and auditory aids for reading, speaking, and writing skills. They neglect the use of these aids in grammar lesson and rely on the written examples present on the board or the student s book. Visual and auditory aids can play a key role in explaining the sequence of the grammatical rule. Most of the students need to visualize the use of the rule on pictures or real subjects. Other times, they need to hear the conversation that take place in the process of practicing the rule. 22

23 4. Teaching through texts Using texts as a practice for the rule would help students reach a more subconscious understanding of the rule. The text would be a good reference to the use of language in everyday life. 5. Teaching through role-play Role-play strategy is not only for speaking lessons. It allows students to revise the rule and use the structure in different situations. 23

24 Implementing Educational Strategies in Grammar: One of the important factors teachers need to be aware of as language teachers is differentiation instruction. Teachers use this knowledge to plan and implement curriculum, teaching strategies, leaning experiences and assessments that provide multiple pathways for learning for each student. This ensures all students have equitable access to curriculum and are able to demonstrate success. The aspects of differentiation represented in these vignettes include: ensuring the curriculum informs teaching, learning and assessment using qualitative and quantitative data to inform teaching and learning having clear, shared learning intentions (and success criteria) using flexible grouping in order to respond to curriculum intent and learning needs varying the speed and delivery of instruction in response to immediate and reflective feedback providing targeted learning experiences selecting and modifying resources according to students needs and learning goals personalizing learning goals according to student needs/readiness ensuring all students are engaged in cognitively demanding tasks valuing feedback. The key is to focus on the big ideas and concepts of the curriculum for all students and differentiate how each child will gain access to them and be evaluated. By providing only one type of activity, for example, to practice a certain skill or body of knowledge will leave behind all of those students whose preferred learning style or interests are not being tapped by the chosen activity. Through this application of principles, some core assumptions of the current communicative language teaching cited by Richards (2006) will be assumed: 24

25 Second language learning is facilitated when learners are engaged in interaction and meaningful communication. Effective classroom learning tasks and exercises provide opportunities for students to negotiate meaning, expand their language resources, notice how language is used, and take part in meaningful intrapersonal exchange. Communication is a holistic process that often calls upon the use of several language skills or modalities. Language learning is facilitated both by activities that involve inductive or discovery learning of underlying rules of language use and organization, as well as those involving language analysis and reflection. There are many collaborative strategies that can enrich grammar instruction. These can include: 1. Pair work 2. Group work 3. Brainstorming 4. Mind-mapping 5. Think-Pair-Share 6. The Numbered Heads 7. Games 8. Lollipop Sticks 9. Give One, Get One 25

26 Conclusion: Teaching English as a second language has taken a more effective and accomplished direction with the approach towards raising awareness of meaningful instruction. Teachers nowadays can minimize a lot of time and effort to achieve their objectives. Through raising teachers awareness, we can help avoid obstacles they face when approaching grammar and help find answers to general difficulties they face. As we are stepping ahead towards an era of globalization and expansion of knowledge, we need to equip our students with all necessary tools to accomplish their goals. 26

27 Burns, Anne. (2009). Grammar and Communicative Language Teaching: Why, When and How to Teach it? Department of Linguistics and Language in Education Research Centre. Sydney, Australia. Khan, RabeynNasrin (2007).Effective Grammar Teaching in ESL Classroom. Department of English and Humanities, Bangladesh. Ellis, Rod. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective. University of Auckland, New Zealand. Woodward, W. Suzanne. (1997). Fun with Grammar: Communicative Activities for the Azar Grammar Series. Prentice Hall Regents. New Jersey. Thornbury, Scott. (1999). How to Teach Grammar. Pearson Education Limited. England Savage, K, Lynn. (2010). Grammar Matters Teaching Grammar in Adult ESL Programs. Cambridge University Press. USA. Zhou Ke. (9008). An Inductive Approach to English Grammar Teaching. California State University. USA. Gardner, Sheena. (2008). Changing Approaches to Teaching Grammar. ELTED. : 27

28 Evaluation Form Overall Evaluation Disagree Neutral Agree Objectives for the workshop were clearly stated. I have learned new ideas and / or skills There was adequate time for hands-on practice I would recommend this workshop to others Overall, I was favorably impressed by this workshop The Instructors Disagree Neutral Agree Were well prepared and organized Explained the material clearly Stimulated interest in subject matter Encouraged and responded to questions Were knowledgeable about the subject matter Identified resources for future help Treated participants with respect Seemed interested in teaching the workshop Facilities and Equipment Disagree Neutral Agree The arrangement was appropriate I could see the instructors clearly I could hear the instructors clearly I could see the visual aids The lighting was adequate Strongly Agree Strongly Agree Strongly Agree 28

29 Did the workshop meet your expectations? [ ] Yes [ ] No If no, please explain Do you have suggestions for future workshops? Your feedback will be used for developmental and improvement purposes. Thank you for taking the time to complete this form. Name ( Optional ) School 29