Teaching grammar
Grammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning context
Grammar presentation methods
-deductive method: relies on reasoning, analyzing and comparing
teaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the :good for selected and motivate students;save time to explain complex rules;increase students’ confidence in :grammar is taught iso latedly;little attention is paid to meaning;the practice is often mechanical
-inductive method:teaching procedure;authentic language presentation(give grammar examples);let students observe,analyse,compare examples;help students induct grammar rules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presentation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily
-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)
Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious and acquiring (second language acquisition theory)
The synthesis approaches to grammatical pedagogy:
Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.
Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.
Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.
Contrastive: grammar involves drawing the learner’s attention to contrast the differences between the target language and other language.
Grammar practice:Pre-learning;Volume and repetition: .Teacher
practice:activities that are aimed at form doing mechanical practice,students pay repeated attention to a key element in a of practice:Substitution and transformation drills
2. Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way newly learned structures are used in the process.
prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.
A good presentation should include both oral and written and form and meaning Visual materials can aid comprehension
It’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.
Teaching vocabulary
The first question need to know is what does knowing a word involve.
A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning (freestanding and bound morphine)
Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among words
