1. Summary of the article “Teaching Grammar” written by Diane Larsen-Freeman
Ana Maria Menezes

2. Former approaches to teaching grammar.
Analysing language
Using language

3. “Research has shown that teachers who focus students’ attention on form during communicative interactions are more effective than those who never focus on form.” Spada and Lightbown, 1993.

4. Grammatical structures not only have FORM, they are also used to express MEANING in context-approriate USE.

5. MEANING/ SEMANTICS FORM/ STRUCTURE USE/ PRAGMATICS Lexical meaning
Grammatical meaning
FORM/ STRUCTURE
Morphosyntactic and lexical patterns
Phonemic/ graphemic patterns
USE/ PRAGMATICS
Social context
Linguistic discourse context
Presuppositions about context

6. FORM MEANING USE How is it formed? What does it mean?
When/ why is it used?

7. POSSESSIVES MEANING FORM USE Possession Description Amount ‘s or s’
Relationship
Part/ whole
Origin/ agent
FORM
‘s or s’
/z/~/s/~/əz/
USE
‘s versus possessive determiner
‘s versus of the
‘s versus noun compounds

8. Principle of dominance
PHRASAL VERBS
FORM
Verb + particle
Verb + particle + preposition
Transitive/ intrans.
Separable/ inseparable
Stress and juncture
patterns
MEANING
Literal
Figurative
Multiple meanings
USE
Informal discourse
Principle of dominance

9. FORM Meaningful practice Games Cuisenaire rods
Problem-solving activities

10. MEANING Associate form + meaning. Realia / pictures. Actions (TPR).
Concentration game.

11. USE Selecting between different options.
(Why use one form and not another?)

12. The framework helps teachers identify where the learning challenge lies.

13. And helps teachers make clear decisions about how to teach grammar.

14. For more information: Read “The Grammar Book”
by Celce-Murcia and Larsen-Freeman, 1999