Teaching grammar: a

task-based approach
David Nunan
 FORM MEANING
How is it What does
formed? it mean?
(Accuracy) (Meaningfulness)
USE
When/Why
is it used?
(Appropriateness)
 Overview
With the development of communicative approaches to
language teaching, the place of grammar has been
uncertain. There are those who argue that there is no
place for a formal focus on grammar in the
communicative classroom of today. I do not share this
view. In this presentation, I will argue that grammar has
a central and fundamental place in the curriculum.
However, this does not mean I am arguing for a return to
"traditional" ways of teaching grammar. In the first plart
of the presentation, I will explain what it means to look at
grammar as a tool for communication rather than as a
body of content to be memorized. I will then give
practical examples of how teachers can implement these
ideas in their classrooms.
 Questions addressed in the
presentation
What is „grammar‟?
What‟s the difference between a
„prescriptive‟ and a „descriptive‟
grammar?
In what ways are grammar, vocabulary
and pronunciation interrelated?
What is a „task‟?
 Warm up task: Dictogloss

My name is David Nunan. I am a

teacher. I live in Hong Kong, but I
travel a lot. This is my second visit
to Cambodia. I love the weather,
the food and the people in here in
Cambodia. I look forward to
meeting new frends during the
conference.
 „Traditional‟ definition 1

Grammar may be roughly

defined as the way language
manipulates and combines
words (or bits of words) in order
to form longer units of meaning
(Ur 1988, p.4).
 „Traditional‟ definition 2
[Grammar is] a description of the
structure of a language and the
way in which units such as words
and phrases are combined to
produce sentences in the
language (Richards, Platt and
Weber, 2003).
 „Traditional‟ definition 3
[Grammar] is the way in which words
change themselves and group
together to make sentences. The
grammar of a language is what
happens to words when they become
plural or negative, or what order is
used when we make questions or join
two clauses to make one sentence
(Harmer, 1987).
 Grammar and pronunciation

She’s Italian, isn’t she?

(rising intonation)
= I believe that she‟s Italian, but I‟m really not certain.
(falling intonation)
= I‟m pretty sure she‟s Italian, but I‟d like your
confirmation on that.
She’s Italian, is she? (rising intonation)
= I thought she was Spanish, but I‟ve just received
information that leads me to revise my belief.
Grammar and pronunciation
A woman without her man is nothing.

A woman without her man (pause) is

nothing.
A woman (pause) without her man is
nothing.
 Grammar and vocabulary
Mary J. Blige has been dubbed the Queen
of hip-hop Soul, but she’s really an old-
fashioned blues singer wrapped in hip-hop
beats and soul grooves. (Rolling Stone
September 18, 2003, page 70).
Mary J. Blige … the Queen of hip-hop …
she … an old-fashioned blues singer
A „communicative‟ definition

Grammar is a resource that enables

us:
to get things done
to make choices
to express ourselves as individuals
to articulate our feelings and
attitudes
From principles to pedagogy
Teach grammar as an extremely flexible
resource for making meaning.
As far as possible, integrate the teaching
of grammar with the teaching of
pronunciation and vocabulary.
Help learners see relationships between
form and meaning.
Teach students how to use grammar to
make appropriate choices and express
their own personal meanings.
 Repetition: The „traditional‟
approach
T: She can speak Spanish (French).
Ss: She can speak French.
T: They
Ss: They can speak French.
T: German - can‟t
Ss: They can‟t speak German
(etc.)
 A task-based approach
Tasks:
have a primary focus on meaning
learners are not given other people‟s
meanings to regurgitate
have an outcome other than the
manipulation and practice of language
forms
generate language use that has some
resemblance to real-world language
True / false
 True / false
GFI 2e Level 2 Page 31 Task 4
 Figure it out
GFI 2e Level 2 page 3 Tasks 3a & b
 Figure it out
GFI 2e Level 2 page 3 Tasks 3a & b
 Detective

Procedure: An object to be stolen is

decided on—say a coin or a ring. Once
student (the detective) is sent out of the
room. One of the remaining students is
given the object; he or she is the thief.
The detective returns and tries to find
out who the thief is by asking
participants: “Do you have it/the ring?”
 Detective
Each participant—including the actual thief—
denies guilt, and accuses someone else. “No, I
don‟t have it. A has it!” Whereupon, the detective
turns to A with the same question—and so on,
until everyone has been asked and has denied
responsibility. The detective then has to decide
in three guesses who is lying—who looks guilty.
The process is then repeated with another
detective and another thief. (Ur 1988)
 Tic-tac-toe
GFI 2e Leve l2 page 6 Task 4 Go For It
Information gap
Information gap (cont.)
Surveys
 Dictogloss
Preparation, when the learner finds out about the topic
of the text and is prepared for some of the vocabulary.
Dictation, when the learner hears the text and takes
fragmentary notes. (Wajnryb recommends that the text
be read twice, at normal speed. The first time through,
learners simply listen to get a general sense of what
the text is about. The second time, they write down
key words.)
Reconstruction, in which learners work in small
groups, pool their notes, and reconstruct the text.
Analysis and correction, when learners analyze and
correct their texts. Wajnryb (1990)
Role play
 References
Nunan, D. 1999. Second Language Teaching and
Learning. Boston: Thomson/Heinle.
Nunan, D. 2004. Practical English Language
Teaching: Grammar. New York: McGraw Hill.
Pennington, M. 1995. New Ways in Teaching
Grammar. Alexandria VA: TESOL.
Thornbury, S. 1999. How to Teach Grammar.
London: Longman.
Ur, P. 1988. Grammar Practice Activities.
Cambridge: Cambridge University Press.
 Web sites
http://ec.hku.hk/vec/grammar/default.htm
http://www.ohiou.edu/esl/teacher/grammar.h
tml
http://owl.english.purdue.edu/handouts/esl/
http://esl.about.com/cs/grammar
http://expressions.heinle.com
http://www.eslcafe.com
http://goforit.heinle.com