GRAMMAR AND ORAL

LANGUAGE DEVELOPMENT
(GOLD)
REPORTER: JUDY ANN AGUINALDO
RATIONALE AND OBJECTIVES OF GOLD

GRAMMAR AND ORAL LANGUAGE DEVELOPMENT

(GOLD) ENCOMPASSES THE IDEA THAT STUDENTS
SHOULD BE TAUGHT SKILLS IN SPEAKING AND
GRAMMAR BASED ON THE READING SELECTION AS A
SPRINGBOARD. THE TEACHING OF GRAMMAR SKILLS
IS NOT A SEPARATE LESSON BY ITSELF BUT IS A LESSON
THAT IS BUILT ON THE READING SELECTION.
GRAMMAR AND ITS DIMENSIONS
• GRAMMAR IS ESSENTIAL TO EVERYONE. BE IT
THE NATIVE OR THE TARGET LANGUAGE, A
LEARNER STILL INVOLVES HIMSELF OR
HERSELF WITH GRAMMATICAL STRUCTURES.
• CELCE-MURCIA AND LARSEN-FREEMAN (1999)
DEFINE GRAMMAR AS A WAY THAT ACCOUNTS
FOR BOTH THE STRUCTURE OF THE TARGET
LANGUAGE AND ITS COMMUNICATIVE USE.
TEACHING GRAMMAR
FOR MANY YEARS NOW, THE ROLE OF
GRAMMAR INSTRUCTION IN SECOND AND
FOREIGN LANGUAGE PEDAGOGY HAS BEEN
SUBJECT TO CONSIDERABLE CONTROVERSY.
GRAMMAR INSTRUCTION THEORIES HAVE
EVOLVED FROM THE CHANGING VIEWS
ABOUT LANGUAGE ACQUISITION.
 GRAMMAR INSTRUCTION THEORIES
TRADITIONAL GRAMMAR
• Focuses on analysis of the parts of a
well- formed sentence, with
emphasis on surface structure, and
not the meaning.
• It gives students basic under-
standing of the building blocks of
language.
PRESCRIPTIVE GRAMMAR
Focuses on rules governing grammar,
mechanics, and usage
CONTEMPORARY
LINGUISTICS
Collection of special areas and theories
designed to correct problems with
traditional grammar 9
(ex.morphology-study of word structure;
syntax-study of word order; semantics-
study of intensive meaning in words and
sentences.
DESCRIPTIVE GRAMMAR
Observes and records how
language is used in function,
and advocate teaching the
function or use of grammatical
structure.
READING SPECIALISTS STATE THAT THE GOAL OF GRAMMAR
INSTRUCTION IS TO ENABLE STUDENTS TO CARRY OUT THEIR
COMMUNICATION PURPOSES.
THIS GOAL HAS THREE IMPLICATIONS.

1.STUDENTS NEED OVERT INSTRUCTION THAT CONNECTS

GRAMMAR POINTS WITH LARGER COMMUNICATION CONTEXTS.

2. STUDENTS DO NOT NEED TO MASTER EVERY ASPECT OF EACH

GRAMMAR POINT, EXCEPT THOSE THAT ARE RELEVANT TO THE
IMMEDIATE COMMUNICATION TASK.

3. CORRECTION IS NOT ALWAYS THE INSTRUCTOR’S FIRST

RESPONSIBILITY.
OVERT GRAMMAR
INSTRUCTION OR DIRECT INSTRUCTION
IS ONE OF MANY STRATEGIES. TEACHING THE
GRAMMAR POINT IN THE TARGET LANGUAGE OR
STUDENTS' FIRST LANGUAGE OR BOTH IS A KEY TO
THIS. ANOTHER IMPORTANT PART OF GRAMMAR
INSTRUCTION IS BY PROVIDING EXAMPLES. IT
SHOULD BE BASED ON THE FOLLOWING PRINCIPLES:

-ACCURACY AND APPROPRIATENESS OF EXAMPLES.

-EXAMPLES AS TEACHING TOOLS.
• RELEVANCE OF GRAMMAR LESSON TO ITS
CONTEXT IS ANOTHER CONSIDERATION.
TEACHER, THEREFORE, SHOULD TEACH
GRAMMAR FORMS AND STRUCTURES IN
RELATION TO MEANING AND USE FOR
SPECIFIC COMMUNICATION TASKS THAT
STUDENTS NEED TO COMPLETE.
• THE IDEA OF FLUENCY FIRST BEFORE
ACCURACY SHOULD BE CONSIDERED.
TEACHER SHOULD BUILD STUDENTS’
CONFIDENCE IN THEIR ABILITY TO USE THE
LANGUAGE BY FOCUSING ON THE CONTENT
OR MEANING OF THEIR COMMUNICATION
RATHER THAN ON GRAMMATICAL FORM.
ORAL LANGUAGE DEVELOPMENT
ORAL LANGUAGE IS TRANSITIONAL. WITH THE
INKLING OF PROVIDING GOOD LANGUAGE
LESSONS TO EVERY ESL CLASSROOM, THE
TEACHER SEES THE DEVELOPMENT OF ORAL
LANGUAGE AS INEVITABLE.

MACDONALD (1997) PRESENTS THIS DIAGRAM

EXPLAINING THE ORAL LANGUAGE
DEVELOPMENT.
 STAGES IN ORAL
LANGUAGE DEVELOPMENT
COMPONENTS OF ORAL
LANGUAGE
PHONOLOGY COMPONENT:
THE RULES OF COMBINING WORDS.

EX: KNOW THAT AN ENGLISH WORD CAN END, BUT NOT BEGIN,
WITH AN –ING SOUND.

SEMANTIC COMPONENT:
MADE UP OF MORPHEMES, THE SMALLEST UNITS OF MEANING
THATMAYBE COMBINED WITH EACH OTHER TO MAKE UP WORDS.

EX: PAPER + S ARE THE TWO MORPHEMES THAT MAKE UP PAPERS

SYNTACTIC COMPONENT: CONSISTS OF THE RULES
THAT ENABLE US TO COMBINE MORPHEMES INTO
SENTENCES.
EX: MORE CRACKERS
LEARNS TO COMBINE TWO IDEAS INTO ONE
COMPLEX SENTENCES, AS IN “I’LL SHARE MY
CRACKERS IF YOU SHARE YOUR JUICE.”

PRAGMATIC COMPONENT: DEALS WITH RULES OF

LANGUAGE USE; ABILITY TO SPEAK APPROPRIATELY
IN DIFFERENT SITUATIONS.
EX: IN A CONVERSATION WAY AT HOME AND IN
MORE FORMAL WAY AT JOB INTERVIEW.
 TEACHING
- SPEAKING
LANGUAGE INPUT IS EITHER CONTENT
ORIENTED OF FORM-ORIENTED.

- THE GOAL OF TEACHING SPEAKING, LIKE

THE
GOAL OF ESL CLASSES, IS COMMUNICATIVE
COMPETENCE.
THREE DOMAINS AS INSTRUCTORS
TEACH SPEAKING
• LANGUAGE INPUT COMES IN THE FORM
OF TEACHER TALK, LISTENING
ACTIVITIES, READING PASSAGES, AND
THE LANGUAGE HEARD AND READ
OUTSIDE OF CLASS.
• STRUCTURED OUTPUT FOCUSES ON
CORRECT FORM. STUDENTS MAY HAVE
OPTIONS FOR RESPONSES, BUT ALL OF
THE OPTIONS REQUIRE THEM TO USE THE
SPECIFIC FORM OR STRUCTURE THAT
THE TEACHER HAS JUST INTRODUCED.
• IN COMMUNICATIVE OUTPUT, THE
LEARNERS' MAIN PURPOSE IS TO
COMPLETE A TASK, SUCH AS
OBTAINING INFORMATION,
DEVELOPING A TRAVEL PLAN, OR
CREATING A VIDEO.
THANK YOU!