1. An Introduction to How to Teach Grammar Lu Qinchao May 2016

3. Contents What is grammar? Why teach grammar? How to teach grammar from rules? How to teach grammar from examples? How to teach grammar through texts?

4. Contents How to practice grammar ? How to deal with grammar errors? How to integrate grammar? How to test grammar? How not to teach grammar?

5. What is grammar? Grammar is a tool for making meaning the forms of the language the meanings these forms convey

6. Why teach grammar? Grammar presentation and practice activities should be evaluated according to the E-factor --- how efficient they are the A-factor --- how appropriate they are

7. Why teach grammar? The efficiency of an activity is gauged by determining: its efficiency --- how time-efficient is it? its ease --- how easy is it to set up? its efficacy --- is it consistent with learning principle?

8. Why teach grammar? The appropriacy of an activity takes into account learners’ needs and interests learners’ attitudes and expectations

9. How to teach grammar from rules? User-friendly rules Truth --- is the rule true? Limitation --- is it clear what the rule covers and what it doesn’t? Clarity --- is it clearly expressed?

10. How to teach grammar from rules? User-friendly rules Simplicity --- is it uncluttered with sub- rules and exceptions? Familiarity --- does it use concepts that the students are familiar with Relevance --- reflecting students’ specific needs and problems

11. How to teach grammar from rules? Effective rule presentation it will be illustrated by examples it will be short students’ understanding will be checked students will have an opportunity to personalize the rule

12. How to teach grammar from examples? Minimal pairs two sentences that are only different in one or two particulars By presenting minimal pairs, the teacher is better able to focus the students’ attention on exactly how the choice of form determines a difference in meaning.

13. How to teach grammar from examples? Minimal Pairs Approach Easy to set up High volume of repetition

14. How to teach grammar from examples? Minimal Pairs Approach

15. How to teach grammar from examples? Minimal pairs However, in the absence of any contextual information, there is a danger that the sentences become leached of meaning, and that the discussion of differences may become rather academic. The teacher needs to choose lexically simple sentences with fairly self-evident contexts --- sentences, in other words, are not problematic in the way that authentic data can often be.

16. How to teach grammar through texts? Language is context-sensitive fully intelligible only when it is placed in its context Context types the co-text---the surrounding text the context of situation---the situation in which the text is used the context of culture

17. How to practice grammar Criteria for choosing, designing and evaluating practice activities The quantity factor The more practice the better The quality factor Practice needs to juggle attention to form with attention to meaning

18. How to practice grammar A practice activity for accuracy Attention to form Familiarity Thinking time for thinking and reflecting Feedback in the form of correction

19. How to practice grammar A practice activity for fluency Attention to meaning Authenticity real life language use Communicative purposes A built-in need to interact

20. How to practice grammar Chunking memorisable chunks Repetition built-in repetition

21. A Sample Lesson Practicing the present perfect using a personalization task (Elementary) Step 1

22. A Sample Lesson Step 1

23. A Sample lesson Step 2

24. A Sample Lesson Step 3

25. A Sample Lesson Step 4

26. Discussion The preceding activity attempts to meet the conditions for fluency while incorporating an element of personalization. In this way it aims for a deeper level of personal investment in the task, intellectually and emotionally.

27. Discussion The E-factor Easy to set up Highly economical A high volume of repetition A secure scaffold Fit for classes of mixed ability Activating a group dynamic

28. Discussion The A-factor It may help if learners were given the option of “passing” when topics come up that they do not wish to commit themselves to.

29. How to deal with grammar errors Not all errors are caused by L1 interference. A lot of errors are developmental. Not all errors matter equally. Nor do they all respond to the same kind of treatment. Feedback---correction; positive feedback; clarification requests; reformulation Appropriate negative feedback Learners’ mistakes ---source for language forcus and consciousness---raising.

30. How to integrate grammar How does grammar fit into the overall context of a language lesson? In the PPP model Language is learned in bits and in steps Fluency develops out of accuracy Grammatical knowledge is proceduralised through pracitce

31. How to integrate grammar In the task-based model language is acquired in lumps and in leaps accuracy develops after fluency the internal grammar develops through exposure and interaction

32. How to test grammar Its practicality --- how easy is it to set up, administer and mark? Its validity --- does it give consistent results Its face validity --- do the students recognize it as a fair test, or will they perform therefore to their ability

33. How to test grammar Backwash --- does it positively influence the teaching that will be done in preparation for it? Spin-off --- can the test be used subsequently in review and remedial teaching?

34. How Not to teach grammar The Rule of Context The Rule of Use --- comunicative use The Rule of Economy --- economising on presentation time

35. How Not to teach grammar The Rule of Nurture --- try to provide right conditions for grammar learning The Rule of Relevance --- teach only the grammar that students have problems with The Rule of Appropriacy --- interpret the grammar according to the level, needs, interests, expectations, learning style of students

36. A few reflections Grammar instruction involves theoretical concepts and principles learner understanding the commons and differences between L 1 and L2 practice for use appropriate presentation …