ELT 03

TEACHING AND ASSESSMENT OF GRAMMAR

KEY TERMS AND CONCEPTS IN MANAGING  Reduction – phonetic erosion or

AND IMPLEMENTING STANDARDS-BASED phonological reduction.
GRAMMAR TEACHING
ERROR CORRECTION VS. FEEDBACK
GRAMMAR
 The whole system and structure of a ERRORS
language or of languages in general, usually  Mistakes that students cannot correct by
taken as consisting of syntax and themselves and therefore need an
morphology (including inflections) and explanation.
sometimes also phonology and semantics
 The study of words, how they are used in FEEDBACK
sentences, and how they change in different  Teachers respond to errors
situations.
 A system of structures besides beside POSITIVE FEEDBACK
vocabulary and pronunciation (Modern  Confirms a student’s response’ correctness
Linguistics) 1. Confirmation
 A skill rather than competence (Larsen- 2. Bravo
Freeman (2001) 3. Teacher’s request to repeat

GRAMMARING NEGATIVE FEEDBACK

 Can be seen as a fifth skill.  Error correction
 The ability to use grammar structures  Corrects the faulty language behavior of the
accurately, meaningfully, and appropriately. students.
 Emphasizes grammar as a dynamic A. Indirect/Implicit Strategies
process rather than a system of rules 1. Recasts
(Larsen-Freeman) 2. Clarification Request
B. Direct/Explicit Strategies
GRAMMAR & GRAMMARING 1. Correct answer feedback
A. Focus on Form 2. Guided feedback
B. Focus on meaning – semantics - Metalinguistic feedback
C. Focus on use – pragmatics - Teachers request to repeat
with corrective intent
GRAMMATICALIZING/GRAMMATICALIZATION
 The process by which grammar is created SPOKEN VS. WRITTEN GRAMMAR
(Croft 2006).
 It is the language process change by which WRITTEN GRAMMAR
words representing objects and action (i.e.  Sentence is the basic unit of construction
nouns and verbs) become grammatical  Clauses are often embedded
markers (affixes, prepositions) which results (subordination)
in the creation of function words through a  Subject+verb+object construction
process other than deriving them from  Reported speech favoured
existing bound and inflectional  Precision favoured
constructions, but instead derive them from  Little ellipsis
content words.  No question tags
 Involves reduction and increased  No performance effects
dependency.
 ELT 03
TEACHING AND ASSESSMENT OF GRAMMAR

SPOKEN GRAMMAR them are concerned with the

 Clauses is the basic unit of construction linguistic accuracy of language
 Clauses are usually added (coord)
 Head+body+tail construction b. The grammatical meaning of those forms
 Direct speech favoured  Grammatical meaning consists of
 Vagueness tolerated both the literal and intended
 A lot of ellipsis message that is conveyed by the
 Many question tags form.
 Performance effects:  It concerned with the
o Hesitations meaningfulness of the language
o Repeats used
o False starts
o Incompletion c. Their pragmatic meaning or use in a
o Syntactic blends given context
 The pragmatic or implied meaning
GRAMMATICAL ASSESSMENT results from the appropriate
 Assessing grammar is a fundamental language choices a learner makes in
aspect of teaching that helps determine a given communicative event
students’ proficiency in language.
 It can be used to help identify the strengths METHODS OF TEACHING GRAMMAR
and weaknesses of learners.
 Assessment has to be used constantly to DIAGRAMMING SENTENCES
determine how well students comprehend  Visualizing how to fit together the different
the materials that have been covered. parts of a sentence.
 Assessment of grammatical ability is  Valuable for both English grammar students
characterizing proficiency in different levels and teachers.
and context.
LEARNING THROUGH WRITING
ASSESSING GRAMMAR AND VOCABULARY  Writing can provide a unique opportunity to
 In terms of assessment, grammar is central develop critical thinking skills.
to language description and test taker  It promotes both critical thinking and
performance. learning.
 The knowledge of grammar is evaluated by
its correct use in communication through INDUCTIVE TEACHING
listening, speaking, reading, and writing in  Main goal: retention of grammar concepts,
second language. with teachers using techniques that are
 Communicative competence has four known to work cognitively and make
components: grammatical, sociolinguistic, impression on students’ contextual memory
discourse, and strategic competence.  Design lessons applying specific methods in
teaching grammar.
Grammatical knowledge consists of three
elements: DEDUCTIVE TEACHING
a. Grammatical forms or the structures of a  Focuses on instruction before practice.
language  Drive many students away from writing
 Form is both morphology or how because of the tediousness of rote learning
words are formed, and syntax, how and teacher-centered approaches.
words are strung together, both of
 ELT 03
TEACHING AND ASSESSMENT OF GRAMMAR

INTERACTIVE TEACHING MODES FOR TEACHING GRAMMAR

 This method allows teachers to tailor their
lessons to the different learning styles of LINGUISTIC MODE
students.  Students must be familiar about the use of
 Ex. Word puzzles, fun online quizzes. structures so that they will understand the
consequences of their choices because the
FUNCTIONAL-NOTIONAL APPROACH grammatical system offers its users choices
 This approach allows teachers to choose in how they wish to realize meanings and
real-world situation as their “notion” and positions themselves ideologically and
choose corresponding functions to teach to socially.
prepare students to communicate in that  Grammar teaching should not only for
situation in the lesson. understanding the rules but also for
inducing reasons of different sentence
SITUATIONAL CONTEXT formations in different contexts.
 Context can be linguistic and situational
(Frmkin, Rodman and Hyams 2011) STORYTELLING MODE
 Linguistic Context is about the information  It is an effective way to apply what the
that was formally written or spoken; students learn to real communication.
 Situational context is the general  Teachers should help learners to familiarize
knowledge that a person has of the world with structure in contexts, giving practice
both in form and communicative meaning
USING TEXTS, STORIES, SONGS AND RHYMES (Ur, 1996)
 There are different ways of using songs in
the classroom.
 The level of the students, the interests and
the age of the learners, the grammar point
to be studies and the song itself have
determinant roles in the procedure.

PPP (PRACTICE, PRESENTATION,

PRODUCTION
 Presentation involves building a situation
that requires a natural and logical use of a
new language.
 Practice involves testing the procedure so
students can be familiar with the language
 Production, the students will have
transitioned from “learners” to “ users” of the
language