Session 08 Language as discours (II) Teaching Grammar

Question 1

Outline the process of teaching grammar

Answer 1

Present new item or structure -> Support with structuring the input -> Practice/offer tasks and exercises for restructuring

Question 2

Name difficutlties of the first step in the process

Answer 2

Diff.
- Things that dont exist in L1 -> problems with connection
- How do I explain something if there is nothing to build on? Where do I use L1?
- Unsignificant examples, uninteresting texts where they should find new grammar

Question 3

Name resulting considerations for the named difficutlties of the first step

Answer 3

• Discovery (Deductive or Inductive method)
• Relevance (Which parts are ore, which nice to have?)
• Explanation (When/how do I use L1?)
• Contrasts or mix-ups? (With mother tongue or other languages)

Question 4

What is the inductive and deductive method?

Answer 4

Deductive: teacher presents the rule (without giving many examples) and then you let the students practice
Inductive: let them discover the new structure by themselves

Question 5

What are benefits of the inductive and deductive method?

Answer 5

Deductive: totally new things (more often in Unterstufe), if there is nothing to build on, lack of time and control, efficiant, teacher is in control (teacher-driven)
Inductive: more sustainable, rules easier to remember, students may be more motivated(pupil-driven)
BUT: you must make sure that students do their work, takes up more time

Question 6

Name four approaches of grammar teaching

Answer 6

1. Grammar-tranlastion method (grammar rules and vocabulary -> exercise)
2. PPP, Presentation - Practice, Production (example -> repetition -> broader context)
3. Task-based approach (pre-task phase -> task cyclic stage -> language focus)
4. Acquisition-orientated approach (demonstration -> understand -> reproduce -> produce -> awareness)

Question 7

What are possible ways to overcome the challenge of grammar teaching?

Answer 7

• break down negativity
• use texts
• give rules which are true
• involve students
• importance of noticing
• right level of challenge
• positive mistakes
• student needs
• encourage reflection