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1、vThe role of grammar in ELTvGrammar presentation methodsvGrammar practice第1页/共40页7.1 The role of grammar in ELTThe value of grammar in foreign language teaching has been a focus of debate for decades,and no conclusion is in sight.The answer to whether grammar should be taught and to what extent gram
2、mar should be taught depends on some variables in the language teaching/learning context,such as learner variables and instructional variables.第2页/共40页It is generally believed that Grammar teaching is less important for children than for adults;Grammar teaching is less important in listening and rea
3、ding than in writing.第3页/共40页Grammar teaching can be seen in most formal classroom language teaching.第4页/共40页7.2 Grammar presentation methods The deductive methodThe inductive methodThe guided discovery methodTeaching grammar using listening as inputThe synthesis approach第5页/共40页The deductive method
4、(p.104)The deductive method relies on reasoning,analysing and comparing.Presentation of an example explanation(comparison may be done between the target language and the native language)Sss practice(producing sentences)with given prompts 第6页/共40页The deductive method is criticized because:Grammar is
5、taught in an isolated way;Little attention is paid to meaning;The practice is often mechanical.第7页/共40页 However,the deductive method is not without merits.It could be very successful with selected and motivated students.It could save time when students are confronted with a grammar rule which is com
6、plex but which has to be learned.It may help to increase student confidence in those examinations which are written with accuracy as the main criterion of success.第8页/共40页The inductive method(p.105)In the inductive method,the teacher induces the learners to realise grammar rules without any form of
7、explicit explanation.It is believed that the rules will become evident if the students are given enough appropriate examples.第9页/共40页The guided discovery methodThe guided discovery method is similar to the inductive method in that the students are induced to discover rules by themselves but differen
8、t in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.There are two key theoretical issues related to this method:the role of explicit knowledge in language learning and the value of discovery as a general method
9、of learning(Ellis,2002a)第10页/共40页In the guided discovery method,students are presented with contextualized scenarios illustrating a specific structure.Students are then guided to discover the underlying rule of the structure as well as its meaning in context followed by explicit teaching and learnin
10、g of the targeted structure.For example,in teaching the“too to”structure,the teacher holds a picture of a heavy box labeled 200kg and asks the class to look at the picture.第11页/共40页T:What can you see in the picture,class?Ss:We can see a box,a big box.T:Is it heavy?Ss:Yes,its very heavy.It is 200kg.T
11、:Can I carry it?Ss:No,you cant.T:You are right.I cant carry it.Why?Because it is too heavy to carry.第12页/共40页 Having said this,the teacher writes the whole sentence on the blackboard.Then the teacher continues with more contextualised examples.More sentences are written on the blackboard.With the ne
12、xt few examples,the teacher can pause to wait for the students to produce the target structure and write them again on the blackboard.After this,the teacher draws students attention to the structure and let students discover the rules of the key structure as well as its meaning.The teacher then high
13、lights the structure with colored chalks on the blackboard followed by students practice of it with some prompts provided.第13页/共40页Teaching grammar using listening as inputEllis(2002b)suggests the following procedures for teaching grammar using listening as input.(p.106)第14页/共40页Synthesis approachPe
14、nnington(2002)(p.107)proposes a synthesis approach to grammar pedagogy.Grammar teaching should be“collocational,constructive,contextual and contrastive”,which can serve as useful guidelines for teaching grammar.(PP.107-108)第15页/共40页In practice,the distinction between the deductive method and the ind
15、uctive method is not always apparent.第16页/共40页7.3 Grammar practice According to Ur,“practice may be defined as any kind of engaging with the language on the part of the learner,usually under the teacher supervision,whose primary objective is to consolidate learning”.(Ur,1988:11)(p.108)第17页/共40页 7.3.
16、1 Ur predicts that the following 6 factors contribute to successful practice:Pre-learning.Learners benefit from clear perception and short-term memory of the new language.Volume and repetition.The more exposure to or production of language the learners have,the more likely they are to learn.Success-
17、orientation.Practice is most effective when based on successful practice.第18页/共40页Heterogeneity.Practice should be able to elicit different sentences and generate different levels of answers from different learners.Teacher assistance.The teacher should provide suggestions,hints and prompts.Interest:
18、an essential feature that is closely related to concentration 第19页/共40页7.3.2 Two categories of practice:Mechanical practice and meaningful practice第20页/共40页Mechanical practice Mechanical practice involves activities that are aimed at form accuracy.e.g.Substitution drills:Transformation drills:第21页/共
19、40页Substitute the underlined part with the proper forms of the given words:green lawn clean house pretty garden nice flowersMrs Green has the largest house in town.第22页/共40页 Change the following sentences into the past tense.Use the adverbs given in the brackets.Now he lives in London.(last year,Par
20、is)We have English and maths today.(yesterday,music and P.E.)He usually gets up at seven.(this morning,eight)第23页/共40页Questions for discussionWhat is the purpose of mechanical practice?What are the advantages and disadvantage of mechanical practice?第24页/共40页Meaningful practiceIn meaningful practice
21、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.e.g.After the presentation and mechanical practice of adjective comparatives and superlatives:第25页/共40页 Pair work:Look at the table below.Ra
22、nk the items on the left column according to the criteria listed on the top.CheapHealthy Tasty Fattening Important BeerWaterFruitCigarettesAlcoholMilk第26页/共40页The students may come up with:I think beer is cheaper than fruit.No,no,I think fruit is cheaper than beer.第27页/共40页Questions for discussionWh
23、at are the advantages of meaningful practice?Does it have any possible disadvantages?第28页/共40页A teaching practice task for youSuppose you have just presented the simple past tense to a group of Junior 2 students.Design a mechanical practice activity and a meaningful practice activity.Write out the s
24、teps and give a mini demonstration in your practice group.(p.111)第29页/共40页There is no clear-cut distinction between mechanical practice and meaningful practice.e.g.第30页/共40页Chain of events Teacher:Now lets play a game.The first student starts a sentence with a second conditional clause.The next stud
25、ent takes the result of the sentence,reforms it into another condition and suggests a further result.For example,the first student says“If I had a million dollars,I would buy a yacht”.The second students says“If I bought a yacht,I would go for a sail”.第31页/共40页The students may come up with:If I went
26、 for a sail,there might be a storm.If there were a storm,my yacht would sink.If my yacht sank,I would die.If I died,my parents would cry.第32页/共40页Using prompts for practicePractice based on prompts is usually meaningful practice.Using picture prompts.Using mime or gestures as prompts.Using informati
27、on sheet as prompts.Using key phrase or key words as prompts.Using chained phrases for story telling.Using created situations.第33页/共40页Using information sheet as promptsTeacher:What about you?Tell your neighbour.NamesFavourite subjectsFavourite sportsFavourite foodHobbiesLilyMathsbasketballporkmusic
28、SusanChinesePing-pongeggsreadingDavidEnglishfootballice-creamcollecting stamps第34页/共40页Adopted activity for using information sheet as promptsNamesFavourite subjectsFavourite sportsFavourite foodHobbiesLilyMathsporkSusanPing-pongDavidice-creamcollecting stampsNamesFavourite subjectsFavourite sportsF
29、avourite foodHobbiesLilybasketballmusicSusanChineseeggsreadingDavidEnglishfootballTable for S1Table for S2第35页/共40页Using created situations:for simulative communication Your are a stranger in this town.You want to buy some fruit,you want to post a letter,and you also want to see a movie at night.Ask
30、 about the places.第36页/共40页There was a robbery yesterday in the neighbourhood.A policeman is asking some questions to three of the neighbours,A,B,and C.A:at work;came back at 6:30 p.m.;did not see anybody.B:a student;came back at 4:30 p.m.;saw a young man going upstairsC:an old man;stayed at home;he
31、ard some strange noise at 5:00 p.m.;came out to find a tall young man 第37页/共40页Summary of Unit 7 Perhaps there will never be a solution to the debate on the value of teaching grammar,because language teaching and learning contexts vary so greatly.It should be noted that learning grammar itself is no
32、t the ultimate goal of learning English.The understanding of how to teach grammar is as controversial有 争 议 的 as that of the value of teaching grammar.We believe that both mechanical practice and meaningful practice are necessary.第38页/共40页Some suggestions about teaching grammarvTeach only those rules
33、 that are simple and typical.vTeach useful and important grammar points.vTeach grammar in context.vUse visible instruments such as charts,tables,diagrams,maps,drawings,and realia(pl.of realis)to aid understanding;vAvoid difficult grammatical terminologies as much as possible.vAllow enough opportunities for practice.vLive with the students mistakes and errors.第39页/共40页感谢您的观看！第40页/共40页