7) story-based approach to grammar Flashcards
Explain “deductive grammar:”
- what it is
- expected outcome
- issues with effectiveness
- explicit grammar instruction; direct explanation of rules followed by related manipulative exercises intended to practice new structure
- goal: students learn form so later they are able to communicate (ie: structure/grammar is seen as prior knowledge to eventual use)
- Ss are passive; drills are meaningless, not motivational so it is not the most effective method
Explain the term “focus on form” in relation to teaching grammar.
- reflecting on aspects of the language that are relative to the communication task
- largely depends on what learners need for communicative purposes rather than on a predetermined grammatical syllabus
- grammatical structures take on meaning if within a context/ppl/connected discourse; internalized if used for communication
Explain “inductive grammar:”
- what it is
- expected outcome
- issues with effectiveness
- no explicit focus on form; students ‘naturally’ acquire grammar
- GOAL: learners perform hypothesizing and language analysis on own as comprehensible input becomes intake
- some students do not “induce” on basis of input alone, and often have inaccurate or partial understanding of form
- frustrates adolescent/adults: want rules to compare w/native lang
Explain the difference b/n 3 approaches to grammar instruction:
1) inductive approach
2) deductive approach
3) dialogic approach
1) learners analyze the grammar explanations for themselves
2) teachers provide explanation for learners
3) teachers and learners collaborate on and co-construct the grammar explanation
Explain a dialogic (story-based) grammar approach:
- what it is
- goal for outcome
- why it is so effective
- stresses connected discourse
- comprehending meaningful texts from very beginning of lesson
- foreshadow the grammar convo after meaning has been achieved
- story “anchors” new structure in conjunction with production of meaningful discourse; stories are a natural part of communication
What does “PACE” stand for in the PACE model for grammatical instruction?
P- PRESENTATION of meaningful language
A- ATTENTION
C- CO-CONSTRUCT - explanation as conversation
E - EXTENSION activities
Explain the “P” in the PACE model:
- what it stands for
- how to implement it
- examples
P: PRESENTATION
1) teacher presents story orally, facilitating aural comprehension and the acquisition of meaning and form
**w/in ZPD, grammatical structure well represented.
2) students do NOT see the written script of the story in this phase
**must interact in some way (KWL, TPR, cloze exercises, etc.)
EX: TPR, interesting story, authentic listening/video/document/task
Explain the “A” in the PACE model:
- what it stands for
- how to implement it
- examples
A: ATTENTION
1) teacher truly w/in ZPD: attentive to where students’ development is headed, not just focused on lesson objective
2) AFTER understand story in “P,” teacher focuses learners’ attention on some aspect of language used during “P”
- ask q’s ab patterns, ppt of examples from story
Explain the “C” in the PACE model:
- what it stands for
- how to implement it
- examples
C: CO-CONSTRUCT – Explanation as Conversation
1) learners/teachers co-construct grammatical explanations: reflect on, hypothesize about, and create understandings about the form, meaning, and function of new target structure
2) teacher questions are well-chosen, clear, and direct
3) comes AFTER joint focus on “A” of target form is achieved
4) MAY NEED TO USE ENGLISH for co-construction
- assisting questions (ex: what do you see repeated & what could it mean?); learner questions/hypothesis by applying generalizations to new situations (teacher: range from hints to explicit instruction)
Explain the “E” in the PACE model:
- what it stands for
- how to implement it
- examples
E: EXTENSION activities
1) provides learners w/opportunity to use new grammar skill in creative and interesting ways while integrating into prior knowledge
2) closes the “PACE” lesson and puts “whole” back into story-based language teaching.
3) should be interesting, thematic, allow for creative self-impression
- info-gap activities, role-play, dramatizations, games, authentic writing projects, paired interviews, class surveys, out-of-class projects, real-life simulations… anything in which learners have the change to try to use the target form in ways they see are useful, meaningful, and connected to theme of lesson
Summarize each step of the “PACE” grammatical approach.
P: presentation – teacher foreshadows grammatical explanation through use of integrated discourse (stories, poems, songs, etc.); emphasis on literal comprehension and meaning
A: attention – teacher assists the learners in focusing their attention on a particular language form or grammatical structure
C: co-construction – using guiding questions, teacher and learners co-construct grammar explanation by discovering the underlying patterns or consistent forms
E: extension – through integrative extension activities, the learners need to use the grammatical structure(s) in order to carry our a particular function or task
What are questions to ask yourself when selecting an appropriate text for the “P” of your PACE lesson?
1) Do you like the text and find it appealing? Will learners?
2) Does it have age-appropriate issues/experiences/themes?
3) Does it lend itself to “stageable actions?”
4) Does it incite imagination/reflection and retelling in ZPD?
5) Does it connect to academic content?
6) Does it represent target culture, fair/appropriate stereotypes?
7) Is the lang accessible or can be made accessible?
8) can the theme be expanded upon into various activities?
9) Does it adequately represent the focused grammatical structure?
10) does it lend itself to addressing goal areas of the SFLL?
An authentic story worthy of being integrated into the curriculum should have the following characteristics:
1) compelling theme
2) characters with personality
3) a problem
4) plot or stageable events
5) quick resolution to the problem
Explain how to utilize the comprehension check: “I Have: Who Has” game
- attentive listening comprehension game, whole-class or groups
- teacher constructs questions concerning setting, character, major events, final outcome
- each student has a card with one question and one answer to a different question
- learner with starred card reads first
- learner with answer reads theirs, then reads next question
- together, the class retells the story! :)
Explain the comprehension check of “discussion webbing” and why it is useful.
- critical thinking activity
- moves learners from what happened in story to why it happened
- ask a question where you debate an issue and can put answers into a T-chart format
ex: Should the mouse help the lion? (yes/no and WHY)
