THE IMPACT OF

DIFFERENT TEACHING
STRATEGIES ON
TEACHING GRAMMAR TO
COLLEGE STUDENTS
PRESENTED BY
Grethel Encarnacion
Alaizah Meniano
Yeeva Mae Bendijo
Flora Mae Caspe
Clarissa Mission
Deceree Tumaca
Kristine Berandino
This study is an example of Applied Research. It evaluated
different grammar teaching techniques (Implicit,
Deductive, Inductive) on 80 college students. The
researchers used various instruments like pre-and post-
tests, quizzes, questionnaires, and a final exam. The
inductive group performed best, followed by the
deductive group, with the implicit group scoring the
lowest. It suggests using the inductive technique for
teaching grammar.
2. SOURCES OF KNOWLEDGE

2. DEDUCTIVE REASONING

Prescriptive and Descriptive Grammar

Prescriptive grammar involves the correct use of
language. It deals with what is grammatical and what
is not grammatical and, therefore, should be avoided. A
prescriptive grammar tells you how you should speak.
It is a type of pedagogical grammar where the goal is
to teach people how to use language in a proper or
correct way. Prescriptive grammar, for example,
requires that split infinitives be not used as they are
improper or incorrect.

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B.) AUTHORITY
• Krashen (Krashen & Terrell, | 983) holds that explicit
grammar teaching is not needed to develop correctness
and learners can acquire language through exposure.
However, research (Brown, 1994; Larsen-Freeman, 1991)
fails to support the claim; grammatical competence is
considered necessary for communication, but it is
impossible in exposure. Meanwhile, in order to achieve
essential communicative skills for social and academic
success, instruction is deemed as necessary (Scarcella,
2003).

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INDUCTIVE REASONING

Linguists consider the concept of grammar in a very specific sense. In linguistics'

point of view, grammar is a set of internalized rules speakers use for generating
and interpreting language. In this sense, grammar is mostly acquired and not
learned by instruction and conscious training. To Richards (1992), grammar is the
organization of a language; it is the manner by which units of language like
words and phrases are combined to form sentences. In line with Richards, Wales
(2001) defines grammar as the language element, specially the words, phrases
and clauses that build sentences. Thus, grammar is the set of rules specifying the
correct ordering of words at the sentence level (Nunan, 2003) or, similarly, the
rules that govern how sentences are formed in a specific language (Thornbury,
2008).

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TEACHING WRITING
THROUGH GENRE-BASED
APPROACH
1. This article presents applied research that evaluates the
effects of a genre-based approach on students' writing
abilities and their attitudes toward this approach. The study
aims to enhance students' English composition skills by
addressing their writing difficulties. Data was collected
through questionnaires, and findings indicate that most
students responded positively to the approach. The research
also discusses various theories of teaching writing through
genre-based methods, emphasizing the importance of
writing with a specific purpose. Overall, the activities in the
study effectively prepared students for subsequent phases of
teaching and learning. 06
2. SOURCES OF Writing skill is deemed to be difficult
for EFL students in the language
KNOWLEDGE learning (Richards, 1990). According to
Richard and Renandya (2002), the
difficulties include those in (1)

DEDUCTIVE
generating and organizing ideas using
an appropriate choice of vocabulary

REASONING and (2) putting such ideas into an

intelligible text. As for Vietnamese EFL
students, besides these difficulties,
they also have to face many other
obstacles when learning to write
compositions in English.
SCIENTIFIC Table 4 shows that roughly 90% of the
APPROACH student respondents thought that the
activities in the joint-construction phase
were necessary and useful for them in
learning writing (M=4.4). This was confirmed
by the fact that nearly all of the respondents
expressed strong agreement (M ranged from
4.3 to 4.7, items 1-4 in Table 4). In particular,
86.7% of them expressed that they knew
how to apply the theories of the recount
genre in terms of orientation, sequences of
events in chronological order and
reorientation into practice.
The figure 8.9% of uncertainty and 2%
of disagreement in this statement did
not indicate the big differences in
terms of negative attitudes in this item.
More interestingly, the preparatory
phases such as researching
information from many sources (e.g.
from internet, textbooks, newspapers,
teachers and peers) got the most
favorable opinions (71.1% strongly
agree and 28.9% agree).
Finally, roughly 90% of the student
respondents agreed that they knew
"what and how to write" in each phase
to achieve the social purposes,
language features and schematic
structure of a required recount genre
in the independent construction phase
of the recount genre thanks to their
teacher's demonstration of the way of
writing.
THANK YOU!