Good Day!

Modify Me!
 Modify Me!
1. It was tough decision to make.
2. I like ice cream very much.
3. She is more tall than me.
4. Paul is the boy which I like the best.
5. I live in the United States.
 Key Terms and
Concepts in Managing
and Implementing
Standards-based
Grammar Teaching
Teaching and Assessment of Grammar
 At the end of the lesson students
are expected to:
● familiarize the fundamental terms and
concepts associated to the teaching and
assessing of grammar; and
● value the importance of one’s knowledge of
key concepts in the teaching learning
process
● create a graphic organizer which are
relevant in Key Terms and Concepts in
Managing and Implementing Standards-
Based Grammar Teaching.
 Keys and Concepts
Grammar and Spoken vs.
1 4
Grammaring Written Grammar

Grammaticalizing/ Grammatical
2 5
Grammaticalization Assessment

3 Error Correction 6 Pedagogical

vs. feedback Issues
 1
Grammar and
Grammaring
Grammar is what one knows about
a language - the phonology, syntax,
semantics, and pragmatics while
language skills are what we do with
language including speaking,
listening, writing and reading.

- Benhima (2015)
Grammaring can be seen as the
fifth skill and is defined as the
ability to use Grammar Structures
accurately, meaningfully and
appropriately.

- Larsen-Freeman (2001)
 2
Grammaticalizing/
Grammaticalization
It is the language process by which
words representing objects and actions
(nouns and verbs) become grammatical
markers (affixes, prepositions, etc.)
which results in the creation of function
words through a process other than the
riding them from existing bound and
inflectional constructions but instead
derive them from content words.
 3
Error Correction
vs. Feedback
Mistakes usually refer to slips
students commit which they can
correct themselves once pointed out
to them. But when it comes to errors
this are mistakes which the students
can not correct themselves and
therefore need an explanation.
Positive feedback confirms a
students response' correctness. A
negative feedback (Error Correction)
corrects the faulty language
behavior of students.
For example:
 Positive feedback

1. Confirmation: “I like how you pronounce X. Can

you try it once more so that it sounds more like it
is pronounced in (target language).

2. Praise: “Amazing”, “Bravo”, “Excellent”

For example:
 Negative feedback
Indirect/Implicit Strategies

1. Recasts:
Student: Yesterday I go shopping.
Teacher: Oh yesterday I also went shopping.

2. Clarification requests: “Excuse me?”

For example:

 Direct feedback/Explicit Strategies

1. Correct answer feedback: “Oh, you mean…”

“you should say” “the correct verb form is”

2. Guided feedback: Elicitation techniques

Guided feedback: Elicitation techniques

• Metalinguistic feedback. The teacher asks a question

and/or provides a comment or information related to
the utterance of the student without giving correct
form.

For example, “Is it masculine?” “Is that how you say it

in English” and “Do you say it that way?”

• Teachers requests to repeat (with corrective intent).

 4
Spoken vs.
Written Grammar
The difference between spoken and
written grammar is like an argument
formal and informal grammar
although there are disputes that
prove that spoken grammar doesn’t
really seem to exist technically
because it is essentially the same as
written grammar.
Spoken grammar has a distinct
approach from the one used in
written grammar. The distinction is
practically due to the fact that we
don’t speak the way we write and we
certainly don’t write the way we
speak.
Colloquialism is informal, everyday
language that is used by a specific
geographical region.
Spoken language is the language
we speak. It is often spontaneous
and transient. Spoken language is
used for interactions; the two
speakers or the listener and the
speaker are often in the same place.
Written language is the language
we use to write. The main two
language skills used in written
language is reading and writing
skills. Written language is not
transient like spoken language; it
tends to be permanent since there
are written records of it.
 Written Spoken
planned unplanned
organized less structured
transactional interactive
 Characteristics of
Spoken Language
• Gestures – body • first draft status
language • vocabulary
• Intonation • grammar
• Stress • intonation
• Rhythm • Variation in speed
• Pausing and phrasing • Loudness or
• Repeating quietness
Characteristics of
Written Language
• final draft status
• density of content
• grammar
• neutrality of social
roles
• punctuation
Similarities Between Spoken
and Written Language
• Genre • Abstraction
• Describe the use • Reflects change
of spoken and society and
written language
• Social purpose in • Varies from
culture culture to culture.
 Differences between written & spoken
 Users
Spoken Language is mostly used between two people
who are in the same place.
Written Language promotes communication across
space and time.
 Components
Spoken Language can use tone, pitch, volume, etc.
Written Language can use heading, punctuation,
layouts, etc.
 Differences between written & spoken
 Records
Spoken Language is temporary since there are no
records.
Written Language is permanent since there are records.
 Features
Spoken Language contains repetitions, incomplete
sentences, interruptions, corrections, etc.
Written Language is often grammatically correct and
may contain long sentences in complex tenses.
 5
Grammatical
Assessment
Assessing grammar is a
fundamental aspect of teaching that
helps determine student proficiency
in language. It can be used to help
identify the strengths and the
weaknesses of learners.
 6
Pedagogical Issues
Pedagogical Issues refers to issues
in teaching grammar and one of
these issues is if grammar should be
taught and if so what grammar,
when and how. This serves as the
valuable purpose of problematizing
this aspects of language pedagogy.
 “Grammar is important. For
instance, commas save lives:
Let’s eat granda.
Let’s eat, grandpa.”
—Someone Famous
Awesome
words
 Thanks!
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https://files.eric.ed.gov/fulltext/EJ1084297.pdfdoi:10.5539/elt.v8n12p
https://www.moroccoworldnews.com/2015/06/16009/grammaringthe-fifth-skill-in-
language-teachingandlearning