There is always an issue on how the teaching of grammar should be conducted in the ESL classroom. As far as grammar is concerned, many English teachers seem to have the same problem whenever they come to choose the most suitable approach for their lesson in the classroom. The dilemma between accuracy and fluency is unavoidable as Bilash (2011) also quoted the common situation in the classroom where the teachers want to correct their students so that the students will be using the language correctly, but they also do not want to discourage the students from trying by over-correcting. In conjunction with this, Siaw (2005) has come out with one solution to this predicament. Her article by the title of “A Communicative Approach to Teaching Grammar: …show more content…
It induces students to learn the language naturally by emphasizing on the learner centered and the use of original material. As according to Badilla and Chacon (2013) CLT forces language teachers to integrate the curriculum as grammar is not seen as a stand-alone subject but will linked to other subjects in the curriculum. In Malaysian context, the curriculum has been altered to be more holistic in a way of producing a wholesome individual among the students. The English language lesson has been laid out into a modular structure where Grammar is the fifth module to be introduced in the second level of primary school. Apart from instilling the whole principles of CLT into the curriculum as such as done in 1970, it has been now combined with explicit learning where grammar is taught overtly in the second stage of primary school. As stated by Badilla and Chacon (2013) it is better to apply CLT together with the explicit grammar teaching as the combination of these two strategies provides students with clear and well-explained theoretical framework and a contextualized and natural environment to make them use the language in a native-like
Lesson planning is an important component of teaching English language because a good teacher must make a lesson plan in order to achieve the objectives of a lesson. This term, I had a chance to observe grade 6 students.The classroom was composed of 31 students. All of them were native speakers of Turkish and their English proficiency level is elementary. In the lesson which I attended, the teacher taught simple present tense. So,the main objective of this lesson was to make the students use the simple present tense. To do this,the teacher made a detailed lesson plan and she divided the lesson into the stages. In this paper, I am going to mention how she taught the simple present tense and whether it was an effective lesson or not.
Knowing effective strategies for teaching ELL students grammar is important. Research shows that instructional strategies for ELL students consist of SIOP, learning through listening, and learning through speaking. There are many students in classrooms that are ELL learners and that number will likely continue to grow. These effective instructional techniques will improve the learning of grammar for ELL students. It is important that we reach each and every student in our classroom, so being aware of the student needs and how to help them develop in the future is imperative. Not only are these strategies beneficial to English language learners it is also helpful for the regular classroom students.
In the article, “Current Developments in Research on the Teaching of Grammar” by Hossein Nassaji and Sandra Fotos two main issues had been discussed. The first one is whether grammar teaching make any differences to language learning where the questions raised are whether grammar should be taught or not. The second issue is what kinds of grammar teaching have been suggested to facilitate second language learning. If grammar should be taught, how much and should it be implicit or explicit grammar teaching? Lastly, the article discussed on the current approaches to grammar teaching in which formal instruction can be integrated with communicative activities which are processing instruction, interactional feedback, textual enhancement, task-based
Grammar is one area that everybody takes for granted. First I would like to explain how these two employers feel about the importance of good grammar. Next, I will talk about what I have learned about what kind of grammar I need in my future career field. Last, I will discuss what I need to do to get my grammar up to a professional level.
Ausubel’s Meaningful Learning Theory has greatly influenced my teaching style. I have learned that when teaching ESL students one of the main things that helps students is being able to build off of past knowledge. According to Brown (2000), “David Ausubel contended that learning takes place in the human organism through a meaningful process of relating new events or items to already existing cognitive concepts” (p. 83). Finding something that can relate a student 's past knowledge to their present knowledge can be very helpful for someone trying to learn something completely new, like English. Learning is a process and it is necessary for students to be able to connect the past and present in order for information to stick.
Using Effective Methods to Teach Grammar to the Adult ESL Learners Language is one of the fundamental traits distinguishing human beings from the lower orders of life on earth. Most people agree that the ability of language use has helped mankind to climb the evolutionary ladder; therefore, language use is an essential component to people's life in society. Grammar is a part of language and it plays an important role in language use. According to Weaver (1979: 3), the study of grammar will not only help people become better language users, but also effective listeners, speakers, readers, and writers. As a result, grammar has a traditionally central role in language teaching.
Hartwell, Patrick. “Grammar, Grammars, and the Teaching of Grammar.” Cross-Talk in Comp Theory: A Reader. ed. Victor Villanueva, Jr. Urbana, Illinois: National Council of Teachers of English, 1997. 183-212
Nassaji, H., & Fotos, S. (2011). The role of context in focus on grammar: Teaching Grammar in Second Language Classroom (pp.121-134). New York and London: Routhdge
Grammar teaching has an irreplaceable place in English language teaching because of the fact that without teaching grammar learners cannot learn the system of English language; they may not achieve to express their intentions or meaning of the messages in a well-established communicative activity. It has been seen that throughout the history, the attention of grammar teaching has differed from time to time. In the beginnings of the twentieth century, grammar teaching was considered so essential that other aspects of language were ignored as it was thought that it was necessary to know the grammatical rules in order to communicate appropriately.
The purpose of this study was to see if the grammar innovation worked well with students at Nong Lam University – Center for Foreign Studies, at the division 4, at Bien Hoa city, and to see if the traditional methods in teaching grammar were still effective in such a place with particular students in this area in Viet Nam.
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners . This definition includes the plan of the integration of the language into a broader curriculum, during the language acquisition students can use the language in real-life situation and this way supports the natural language learning. Furthermore, CLIL supports fluency in contrast with accuracy and errors are regarded as the part of the natural language learning. Learners become fluent English speakers as using language for various purposes.
The lesson is designed to give implicit exposure of grammatical features to the students. In some sections of the lesson (e.g. warming up activity and transi...
A large part of an English teacher’s job deals with helping students find their own voices amidst the many teachings of their parents and peers. A student’s voice can be their values, their interests, and their perspectives of the world in which they live. Their voice can be their critical questioning of the many situations they face, whether in a text, the school cafeteria, or a park after school. It is the job of an English teacher to aid in finding this voice through their writing. It is by putting words and thoughts down on paper that a student can sometimes feel comfortable enough to take risks and find their true voices. Although traditional grammar instruction has long been thought to improve this skill, this is no longer the case. Instead, by providing a classroom environment in which students are immersed in classic literature from many genres including poetry, short stories, and novels, students will learn how to harness grammar for their own purposes of finding their voice in their writing.
It is not uncommon to say that grammar instruction plays an important role in language teaching. Regarding the status and importance of grammar teaching, a variety of opinions have been made. Batstone (1994) states that “language without grammar would be chaotic: countless words without the indispensable guidelines for how they can be ordered and modified” (p. 4). More vividly, Wang (2010) makes two similes. She compares grammar to the frame of a house, which is a decisive factor to ensure the solidness of it. Additionally, she regards grammar as a walking stick, whose function is to help and support students to learn English. Thus, the nature of grammar instruction manifests its own significance as it helps students enhance their overall language proficiency by integrating grammar into other aspects of learning, like listening, speaking, reading and writing.
The concepts of CLT are about the focus of student’s needs and individual factors. It advocates several learning language principles opposed to an artificial learning theory such as ALM. As CLT draws upon several teaching methods CLT has developed into an approach rather than a method of teaching the English language. This factor alone shows the importance of CLT.