1. Teaching grammar to young learners Hans Mol and Ma Xin 汉斯 · 摩尔 and 马 欣

2. Your trainers Hans Mol Ma Xin MA Teacher, trainer, writer, producer IATEFL’s YL SIG committee Young learner materials ▫Real English & Early Start (Holland), Take Shape (Mexico, Macmillan, 2010), Tricks (Eastern Europe), Rokus Klett, 2010; Onestopenglish; Next Stop (Mexico and Latin America, Macmillan); English Campus; Grammar for Young Learners (OUP); Supasongs (FracasEnglish) Materials for teenagers, young adults and adults ▫Link-up (Klett); Tourism and Hospitality English (Garnet), Attitude (Macmillan), New outlook MA, PhD Candidate English teacher and teacher trainer at School of Foreign Languages and Literatures, Beijing Normal University research interests include ▫in-service and pre-service teacher training ▫teacher change ▫ELT methodology ▫materials development. In recent years, she has participated in a number of projects related to teacher development and textbook writing. Hans Mol and Ma Xin, Beijing 2009

3. ‘What is grammar?’ is the kind of question that seems easy to answer until somebody asks it. Michael Swan Hans Mol and Ma Xin, Beijing 2009

4. What is grammar? A a system of rules and tools Ba process that lets you communicate with other people C an important professional skill for teachers Hans Mol and Ma Xin, Beijing 2009

5. What is grammar for? A the learn about the system of English Bto communicate in English C to give me status as a teacher / to tell my students how English works Hans Mol and Ma Xin, Beijing 2009

6. What’s the right grammar? Would you mind turning that down? ASure BNo CYes Hans Mol and Ma Xin, Beijing 2009

7. Grammar is emotion… Grammar is such a waste of time, let’s get rid of it.  Grammar is very, very important for the children.  Hans Mol and Ma Xin, Beijing 2009

8. With the rise of communicative methodology in the late 1970s, the role of grammar instruction in second language leaning was downplayed, and it was even suggested that teaching grammar was not only unhelpful but might actually be detrimental. However, recent research has demonstrated the need for formal instruction for learners to attain high levels of accuracy. Hans Mol and Ma Xin, Beijing 2009

9. Is there any grammar in this? ACoffee? BPlease. AMilk? Sugar? BNo milk. One sugar. Thanks. AToast? BNo thanks. AJuice? BMmm. ▫Scott Thornbury, 2001 A Would you like some coffee? BYes, I would like some of that coffee, please. ADo you take milk? BI don’t take milk. But I will take one sugar, please. Thanks. AWould you like some of this toast? BI’d prefer not to have any of that toast, thanks. (…) Hans Mol and Ma Xin, Beijing 2009

10. Grammatical complexity Do you think you could open the door? Open the door. Would you mind opening the door? I wonder if you would be so kind as to open the door? Can you open the door? The door! I wonder if you would be so kind as to open the door? Would you mind opening the door? Do you think you could open the door? Can you open the door? Open the door. The door! Hans Mol and Ma Xin, Beijing 2009

11. So … Is grammar less important for children than it is for adults? Is grammar only important for speaking and writing? Is grammar a thing or is it something that happens? ▫Scott Thornbury Hans Mol and Ma Xin, Beijing 2009

12. Form and function: process and product practice – strategy - skill Hans Mol and Ma Xin, Beijing 2009

13. Krashen’s viewpoint to abandon grammar teaching … teaching grammar results in “learned” knowledge, only available for monitoring utterances that learners produce using their “acquired” knowledge (limited value) … teachers should concentrate on providing lots of comprehensible input so that learners can acquire a second language naturally like children acquiring their mother language. Hans Mol and Ma Xin, Beijing 2009

14. Ellis ’ viewpoint To adapt grammar instruction to learners … students are often convinced that “learning” grammar is of value to them and, therefore, expect the teachers to teach grammar … Krashen’s claim that learners “acquire” grammar naturally is not entirely correct for second or foreign language learners. … we should find a way of teaching grammar that is compatible with how learners learn grammar. Hans Mol and Ma Xin, Beijing 2009

15. Some research shows… Learners do not seem to master the grammar of a second language even when they get plenty of comprehensible input. Studies of learners in immersion classroom have shown that even after ample exposure to the target language learners continue to make a lot of grammatical errors. Hans Mol and Ma Xin, Beijing 2009

16. What was said this morning… Richard Johnstone  Explicit transfer of language concepts from L1 to T a supportive factor – attention to form in ways that go beyond recasts (Richard Johnstone) Tom Scovel  We must prioritize and not attempt to teach all of the grammar  E.g. past perfect tense infrequent in speaking or writing or science writing (except fiction)  What is easy to hear, and easy to see, is easy to remember, is easy to learn. Listen for grammar. Hans Mol and Ma Xin, Beijing 2009

17. Aims of grammar in EFL strengthen grammatical accuracy in a fun and purposeful way teach learners to express themselves as clearly as possible with confidence increase grammar awareness among young learners meet learning styles wherever possible  (Gordon Lewis, Hans Mol, 2009) Hans Mol and Ma Xin, Beijing 2009

18. Ideally… … we should find a way of teaching grammar that is compatible with how learners learn grammar. Hans Mol and Ma Xin, Beijing 2009

19. Grammar presentation methods  The deductive method  The inductive method  The guided discovery method Hans Mol and Ma Xin, Beijing 2009

20. The deductive method Reasoning Analysing Comparing Hans Mol and Ma Xin, Beijing 2009

21. How is it done? The teacher… Draws attention to an example on the board or in the textbook. Explains the underlying rules regarding the forms and positions of certain structural words ▫explanations often in student’s native language using grammatical terms. ▫comparisons can be made between the native language and the target language or between the newly presented structure and previously learned structures. The students… Practise applying the rule to produce sentences with given prompts Hans Mol and Ma Xin, Beijing 2009

23. Pros and cons of the deductive method It often teaches grammar in an isolated way Little attention is paid to meaning Practice is often mechanical It can save time if the students have the reasoning ability It can be useful if the aim is exam preparation It can make students have a sense of achievement. Hans Mol and Ma Xin, Beijing 2009

24. The inductive method Observing Reasoning Learning Hans Mol and Ma Xin, Beijing 2009

25. How does it work? The teacher … provides learners with authentic language in meaningful context … ensures learners can realise what the rules are without explicit explanation … believes that the rules will become evident if the students are given enough appropriate examples The students … study examples of language in use and draw their own conclusions about what is happening Hans Mol and Ma Xin, Beijing 2009

27. The guided discovery method Observing Reasoning Analysing Hans Mol and Ma Xin, Beijing 2009

28. How does it work? The students … are stimulated to discover rules by themselves The teacher … carefully guides the process of discovery and assists … elicits the rules … teaches the rules explicitly Hans Mol and Ma Xin, Beijing 2009

30. Work in groups of four. Discuss the advantages and disadvantages of the three methods of teaching grammar. Hans Mol and Ma Xin, Beijing 2009

31. Meaningful input – meaningful practise Requirements Pre-learning (noticed + short term memory) Volume and repetition Success orientation Heterogeneity Teacher assistance Interest Hans Mol and Ma Xin, Beijing 2009

32. Grammar practice Mechanical practice Meaningful practice Hans Mol and Ma Xin, Beijing 2009

33. Mechanical practice Substitution drills Substitute the underlined part with the proper forms of the given words green lawn/clean house/pretty garden/nice flowers Mrs. Green has the largest house in town. Hans Mol and Ma Xin, Beijing 2009

34. Change the following sentences into the past tense. Use the adverbs given in the brackets. Now he lives in London. (last year, Paris) We have English and math today. ( yesterday, music and P.E.) He usually gets up at seven. ( this morning, eight) Mechanical practice Transformation drills Hans Mol and Ma Xin, Beijing 2009

35. Work in groups of four and discuss: (1) What is the purpose of mechanical drills? (2) What are the advantages and disadvantages? Hans Mol and Ma Xin, Beijing 2009

36. Meaningful practice Using prompts for practice Using pictures prompts Using gesture prompts Using information sheets prompts Using key phrases or word prompts Using chained phrases for story telling Using created situations Hans Mol and Ma Xin, Beijing 2009

37. Meaningful practice Using an information sheet as prompt CheapHealthyTastyFatteningImportant Beer Water Fruit Cigarette Alcohol Milk Look at the table below. Rank the items on the left column according to the criteria listed on the top. Hans Mol and Ma Xin, Beijing 2009

38. Meaningful practice Using transformation drills Hans Mol and Ma Xin, Beijing 2009

39. Work in groups of four and discuss (1) What is the purpose of meaningful practice? (2) What are its advantages and disadvantages? Hans Mol and Ma Xin, Beijing 2009

40. Task types Input tasks: seeing or hearing examples Noticing tasks: focusing Awareness tasks: analysing examples or looking for differences Check-up tasks: questions or mini-tasks Game tasks: playing with grammar Experimentation tasks: trying it out Listening or reading to comprehend Listen or reading to notice Understanding Checking Trying ▫Rod Ellis, 2002 Hans Mol and Ma Xin, Beijing 2009

41. Input tasks Grammar Time 1, Sandie Jervis, 2000 Input Practise Noticing Volume Repetition Success Heterogeneity Interest Hans Mol and Ma Xin, Beijing 2009

42. Input task All Aboard, Paul Davies, 2004 Input Practise Noticing Volume Repetition Success Heterogeneity Interest Hans Mol and Ma Xin, Beijing 2009

43. Noticing tasks Picture Grammar for Children, David Vale, 1998 frequency, with variation  Input Practise Noticing  Volume Repetition Success Interest Hans Mol and Ma Xin, Beijing 2009

44. Awareness task A song A worksheet Who’s got a dog? is a song from Input Practise Noticing Repetition Success Heterogeneity Assistance Interest Hans Mol and Ma Xin, Beijing 2009

45. Check-up tasks Grumpy Grammar, Louis Fidge, 2003  Input  Practise Noticing Repetition Success Heterogeneity Assistance Interest Hans Mol and Ma Xin, Beijing 2009

46. Check-up tasks Grammar Time, Sandie Jervis, 2003 Input  Practise Noticing Repetition Success Heterogeneity Assistance Interest Hans Mol and Ma Xin, Beijing 2009

47. Game tasks Early Start, Hans Mol, 2005 Input Practise Noticing Repetition Success Heterogeneity Assistance Interest Hans Mol and Ma Xin, Beijing 2009

48. Game tasks Grammar for Young Learners, Gordon Lewis and Hans Mol, 2010 Input Practise Noticing Repetition Success Heterogeneity Assistance Interest Hans Mol and Ma Xin, Beijing 2009

49. Experimentation tasks All Aboard 6, Paul Davies, Katharine Mendelsohn, 2005 Hans Mol and Ma Xin, Beijing 2009

50. Experimentation tasks All Aboard 6, Paul Davies, Katharine Mendelsohn, 2005 Input Practise Noticing Repetition Success Heterogeneity Assistance Interest Hans Mol and Ma Xin, Beijing 2009

51. Employers don’t attach great value to grammar Hans Mol and Ma Xin, Beijing 2009

52. Let’s have a break The family questionnaire Hans Mol and Ma Xin, Beijing 2009

53. Conclusion The understanding of how to teach grammar is just as controversial as what people feel about the value of grammar in language teaching. We believe that teaching grammar is necessary for foreign language learners and the three ways of teaching we introduced all have their merits and drawbacks. The best way is to vary methods according to our specific teaching objectives, teaching contents, students’ ages and needs, and our teaching and learning context. Hans Mol and Ma Xin, Beijing 2009

54. We shouldn't lose sight of the one thing children do best: have fun. Kenna Bourke Hans Mol and Ma Xin, Beijing 2009

55. Session reflections What is your opinion on the value of teaching and learning grammar? What have you learned from this session? Hans Mol and Ma Xin, Beijing 2009