Modes of

Teaching
Grammar
WMSU
Honey Jane M. Machete
Eula Nathanielle D. Cuid
In the educational and training world, knowledge is most
commonly presented linguistically (the study of language), so
perhaps this mode receives the most attention from a learning
standpoint (Chomsky, 1988). The linguistic mode includes verbal
communication, reading, watching (e.g. learn the rule of chess
through observation), etc.

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Linguistic Mode
Word choice, written or spoken text delivery, word organization
into sentences and paragraphs, and the growth and coherence of
words and ideas are all part of the method. Linguistic is not
usually the most significant mode in a text; it relies on the other
modes in play, the type of text, and other considerations.

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Larsen-Freeman (2002, 2014a) said that students need to learn how
structures are used so that they can comprehend the repercussions of their
choices, because the grammatical system provides users with choices in
how they seek to realize meanings and position themselves ideologically
and socially. As a result, grammar instruction should focus on not just
learning the rules, but also on inducing the reasons for various sentence
constructions in various settings.

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Three functions of passive voice usually found in grammar
books:
• to place emphasis on the agent, using by-phrase
• when the agent is unknown or unimportant
• the speaker does not wish to mention the agent

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Linguistic mode emphasizes more reasoning and inquiring the pragmatics
of grammar than understanding the form and meaning. It starts with a
certain use of grammar and ends with more uses in different contexts. Its
circular process is the perfect combination of form, meaning and use and
can be formulated as
• “general use→ specific use→ reasoning→ different meanings→ forms→
other uses”

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Linguistic Mode in Instructional Design
Nine Strategies for Improving Learning

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 Setting Objectives and
Providing Feedback
Provide learning objectives that improves performance, which in
turn, has a positive impact upon the organization

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 Reinforcing Effort and Providing
Recognition
• Reinforce the learners’ efforts to show appreciation for their newly
learned skills in order to build self-esteem.

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 Collaborative Learning

• This is quite similar to cooperative learning in that the learners work

together in small teams to increase their chance of deeper learning.

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 Questions, Cues, and Advance Organizers

• Questions give the learners a chance to retrieve their newly learned knowledge,
which provides reinforcement of their newly acquired skills and knowledge.
• Cues can be thought of as a brief preview of a skill, action, or information that will
later be presented in the learning process.
• An advance organizer is information supplied prior to learning a new concept or
idea that assists students to arrange and analyze new information as it comes in
(Mayer, 2007).
• Process flow charts, outlines or bullets to indicate how material is arranged, and
mind maps to explain how concepts are connected are all examples.

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 Non-Linguistic Representations
• The use of visuals, such as graphs, demonstrations, charts, pictures, and
models help to reinforce the understanding of concepts.

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 Summarizing and Note Taking
• Note taking has a positive impact since it involves the learners
in the subject matter that is transpiring in class, it cause us to
reflect on the subject and then record our thoughts, it helps us
in interpreting the subject matter, and it provides an additional
linguistic reinforcer.

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 Providing Practice and Experience

• Activities (manipulatives — hands-on learning) engage

learners. While we can learn the basics of such activities as
football, chess, PowerPoint, or leading by observing or hearing
about it, we do not really understand it until we actually do it.

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 Identifying Similarities and Differences

• This helps the learners to gain insight, draw inferences, make

generalizations, and develop schemas.

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 Generating and Testing Hypothesis
• Encouraging prediction and explanation around these
predictions forces learners to think about the content in terms of
outcomes.

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