PEDAGOGICAL

GRAMMAR
Presented by: Amal Mohammed Albshri
What is pedagogical grammar?
Definitions:
“A comparatively informal framework of definitions, diagrams, exercises, and verbalized
rules which may help a learner to acquire knowledge.”
(Allen, 1974. as cited in wang. 2003)

“Pedagogical grammar usually denotes the types of grammatical analysis and

instruction designed for the needs of second language students.”
(Odlin, 1994)
pedagogical grammar is a set of instructions on how to use the grammar of any
language, its designed for peoples who want to learn another( target language), it
follows specific linguistic theories, its written for a specific audience, and it include
assumption on who a learner learns a grammar. (British council)
From linguistic to pedagogical grammar :

- This model already explain it self, from the theories of linguistics such as error analysis ■
and contrastive analysis, we select samples and we make a comparison between L1 and
L2. then, we use the results the we get from the analysis tp form some kind of syllabus,
that later become pedagogical grammar, the pedagogical grammar contain rules with
their instructions and exercises to practice these rules.
- Corder have summarized the important model by sayin: “The relation between ■
linguistic theory and the actual materials we use for teaching in the classroom is an
indirect one” (Corder p. 143 as cited in Burner, 2005)
-McTear (1979, as cited in Burner, 2005) : linguist’s have indirectly contribute in ■
developing pedagogical grammar.
Continue…

pedagogical grammar depends on other sciences beside linguistic, such as ■

psycholinguistics and pedagogy, this science can answer questions like:
how languages are learnt? (Burner, 2005) ■
what role our first language (L1) plays when learning a second language (L2)? ■
(Burner, 2005)

what types of teaching methodologies help enhance learning as compared to others?

(Burner, 2005)

That is why we refer to pedagogical grammar as “a hybrid grammar” (Burner, 2005)

Types of grammar according to driven:
The difference between pedagogical
grammar and other type of grammar :
Descriptive Grammar , describes how to use the language like its native speakers, ■
the focus is on descripting the grammar. (Dirven, 1990)

On Pedagogical Grammar ,the focus is on how the item of grammar are easy to learn ■
for the learner and easy to teach for the teacher, it’s a mix between prescriptive and
descriptive grammar. (Dirven, 1990)

The goal of Reverence grammar is to explain the phenomenon that happened in

language. (Dirven, 1990)
Grammar teaching approaches:
A deductive approach: this approach works from general to specific, some linguist ■
refer to it as the rule driven learning. In this approach, the instructor present the
rule to the students and explain it. Then, provide examples or activity to practice it.
Once the students have learnt the rule the are asked to provide their own examples
on the rule.
It follow the PPP method which is: present, practice, produce. (Widodo, 2006). ■
Grammar teaching approaches:
Inductive approach, this approach contradict with the deductive one. it start from ■
the example and not the rule. most linguists call it rule-discovery learning. In this
approach the teacher present the examples to the students and extract the rule
from these examples. Therefore, learners understand grammatical rules from the
examples. This approach focus on meaningful interaction in the target language
more that the form of the language. (Widodo, 2006).
Nonetheless, both approaches have its own advantages and disadvantages. ■
(lets discuss) ■
 Main tasks of pedagogical grammar:

specify grammatical objectives for a syllabus, textbook, and teaching sequence ■

Sitting grammar rules and make them available to learners. Moreover, make sure ■
that the students can explain , illustrate , exemplify, and discover the rules by
themselves.
Determine learning goals for specific exercise and activities. ■
Methodology : Inventing and evaluating the exercises of rules and activities. ■
Examining grammatical competence and performance. (Newboys, 2015) ■
Is pedagogical grammar seen as
‘traditional’ or ‘theoretical’?
Teaching grammar is still remain tradition, applied linguists and methodologists have
failed to bring valid theories of grammar pedagogy which can be executed in classroom
teaching, moreover they have failed to address key issues regarding teaching grammar.
In the recent years many researches have asserted that the role of cognitive and
communicative theory can contribute to pedagogical grammar. They claim that applying
these two models in pedagogical grammar research can provide a foundation to
accurately evaluate grammar activities. (Newby,2015).
Conclusion
To sum up, pedagogical grammar is concern with how second language students learn
grammar, it is designed to teach foreign language grammar. it include different
approaches and methods, many researches and studies have been conducted in this
field all with the purpose to enhance teaching and learning grammar. Pedagogical
grammar has its own principles and implications that can not be all covered in the
domain of this presentation.
 References:
- Widodo, H. (2006). Approaches and procedures for teaching grammar. English Teaching: ■
Practice and Critique, the university of Waikato, 5(1), 122-141.

Dirven, R. 1990. “Pedagogical Grammar”. Language Teaching. The International Abstracting -

Journal for Language Teachers and Applied Linguists, 23: 1, 1-18.
-
Wang, W. (2003). How is Pedagogical Grammar Defined in Current TESOL Training Practice?, -
TESL Canada journal, 21(1), 64-78.

Burner, T. (2005). A Study of the Teaching and Learning of English Grammar with Special -
Reference to the Foundation Course in the Norwegian Senior High School. Research Gate.
-
Newby, D. (2015). The role of theory in pedagogical grammar: A cognitive +Communicative -
Approaches. Eurasian journal of Applied Linguistic, 1(2), 13-34.
-
- Odlin, T. (1994). Perspective on pedagogical grammar. New York, Cambridge university press.

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 The end
Thank you all