ELT 03

TEACHING AND ASSESSMENT OF GRAMMAR

KEY TERMS AND CONCEPTS IN MANAGING  Reduction – phonetic erosion or

AND IMPLEMENTING STANDARDS-BASED phonological reduction.
GRAMMAR TEACHING
ERROR CORRECTION VS. FEEDBACK
GRAMMAR
 The whole system and structure of a ERRORS
language or of languages in general, usually  Mistakes that students cannot correct by
taken as consisting of syntax and themselves and therefore need an
morphology (including inflections) and explanation.
sometimes also phonology and semantics
 The study of words, how they are used in FEEDBACK
sentences, and how they change in different  Teachers respond to errors
situations.
 A system of structures besides beside POSITIVE FEEDBACK
vocabulary and pronunciation (Modern  Confirms a student’s response’ correctness
Linguistics) 1. Confirmation
 A skill rather than competence (Larsen- 2. Bravo
Freeman (2001) 3. Teacher’s request to repeat

GRAMMARING NEGATIVE FEEDBACK

 Can be seen as a fifth skill.  Error correction
 The ability to use grammar structures  Corrects the faulty language behavior of the
accurately, meaningfully, and appropriately. students.
 Emphasizes grammar as a dynamic A. Indirect/Implicit Strategies
process rather than a system of rules 1. Recasts
(Larsen-Freeman) 2. Clarification Request
B. Direct/Explicit Strategies
GRAMMAR & GRAMMARING 1. Correct answer feedback
A. Focus on Form 2. Guided feedback
B. Focus on meaning – semantics - Metalinguistic feedback
C. Focus on use – pragmatics - Teachers request to repeat
with corrective intent
GRAMMATICALIZING/GRAMMATICALIZATION
 The process by which grammar is created SPOKEN VS. WRITTEN GRAMMAR
(Croft 2006).
 It is the language process change by which WRITTEN GRAMMAR
words representing objects and action (i.e.  Sentence is the basic unit of construction
nouns and verbs) become grammatical  Clauses are often embedded
markers (affixes, prepositions) which results (subordination)
in the creation of function words through a  Subject+verb+object construction
process other than deriving them from  Reported speech favoured
existing bound and inflectional  Precision favoured
constructions, but instead derive them from  Little ellipsis
content words.  No question tags
 Involves reduction and increased  No performance effects
dependency.
 ELT 03
TEACHING AND ASSESSMENT OF GRAMMAR
SPOKEN GRAMMAR
 Clauses is the basic unit of construction
 Clauses are usually added (coord)
 Head+body+tail construction
 Direct speech favoured
 Vagueness tolerated
 A lot of ellipsis
 Many question tags
 Performance effects:
o Hesitations
o Repeats
o False starts
o Incompletion
o Syntactic blends
GRAMMATICAL ASSESSMENT
 Assessing grammar is a fundamental
aspect of teaching that helps determine
students’ proficiency in language.
 It can be used to help identify the strengths
and weaknesses of learners.
 Assessment has to be used constantly to
determine how well students comprehend
the materials that have been covered.
 Assessment of grammatical ability is
characterizing proficiency in different levels
and context.
ASSESSING GRAMMAR AND VOCABULARY
 In terms of assessment, grammar is central
to language description and test taker
performance.
 The knowledge of grammar is evaluated by
its correct use in communication through
listening, speaking, reading, and writing in
second language.
 Communicative competence has four
components: grammatical, sociolinguistic,
discourse, and strategic competence.
Grammatical knowledge consists of three
elements:
a. Grammatical forms or the structures of a
language
 Form is both morphology or how
words are formed, and syntax, how
words are strung together, both of
them are concerned with the
linguistic accuracy of language
b. The grammatical meaning of those forms
 Grammatical meaning consists of
both the literal and intended
message that is conveyed by the
form.
 It concerned with the
meaningfulness of the language
used
c. Their pragmatic meaning or use in a
given context
 The pragmatic or implied meaning
results from the appropriate
language choices a learner makes in
a given communicative event
METHODS OF TEACHING GRAMMAR
DIAGRAMMING SENTENCES
 Visualizing how to fit together the different
parts of a sentence.
 Valuable for both English grammar students
and teachers.
LEARNING THROUGH WRITING
 Writing can provide a unique opportunity to
develop critical thinking skills.
 It promotes both critical thinking and
learning.
INDUCTIVE TEACHING
 Main goal: retention of grammar concepts,
with teachers using techniques that are
known to work cognitively and make
impression on students’ contextual memory
 Design lessons applying specific methods in
teaching grammar.
DEDUCTIVE TEACHING
 Focuses on instruction before practice.
 Drive many students away from writing
because of the tediousness of rote learning
and teacher-centered approaches.
 ELT 03
TEACHING AND ASSESSMENT OF GRAMMAR

INTERACTIVE TEACHING MODES FOR TEACHING GRAMMAR

 This method allows teachers to tailor their
lessons to the different learning styles of
students.
 Ex. Word puzzles, fun online quizzes.
FUNCTIONAL-NOTIONAL APPROACH
 This approach allows teachers to choose
real-world situation as their “notion” and
choose corresponding functions to teach to
prepare students to communicate in that
situation in the lesson.
SITUATIONAL CONTEXT
 Context can be linguistic and situational
(Frmkin, Rodman and Hyams 2011)
 Linguistic Context is about the information
that was formally written or spoken;
 Situational context is the general
knowledge that a person has of the world
USING TEXTS, STORIES, SONGS AND RHYMES
 There are different ways of using songs in
the classroom.
 The level of the students, the interests and
the age of the learners, the grammar point
to be studies and the song itself have
determinant roles in the procedure.
LINGUISTIC MODE
 Students must be familiar about the use of
structures so that they will understand the
consequences of their choices because the
grammatical system offers its users choices
in how they wish to realize meanings and
positions themselves ideologically and
socially.
 Grammar teaching should not only for
understanding the rules but also for
inducing reasons of different sentence
formations in different contexts.
STORYTELLING MODE
 It is an effective way to apply what the
students learn to real communication.
 Teachers should help learners to familiarize
with structure in contexts, giving practice
both in form and communicative meaning
(Ur, 1996)

PPP (PRACTICE, PRESENTATION,

PRODUCTION
 Presentation involves building a situation
that requires a natural and logical use of a
new language.
 Practice involves testing the procedure so
students can be familiar with the language
 Production, the students will have
transitioned from “learners” to “ users” of the
language