Combining the strategies: Grammar and Vocabulary Teaching in Upper Secondary School.

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According to Skolverket (2013), the aims of learning English, among other things, are: to gain an “understanding of spoken and written English, and also the ability to interpret content” and “the ability to express oneself and communicate in English in speech and writing” (p. 2). To be able to be understood, fully, one must have a rich vocabulary and a thorough understanding of the grammatical rules of a language. One of the challenges that teachers are faced with is how to teach these skills in the most effective way possible. In this essay I will discuss different approaches on grammar and vocabulary teaching and how they can be applied in my future profession.
Grammar is often described as the rules that govern a language. As a student, I dreaded the grammar lessons not only because they were often tedious and lacked a sense of purpose, but also because of the approach they were taught in. It seemed to me the teacher had no more positive feelings towards teaching grammar than we had to learning it. The grammar education at my school was taught in a deductive manner, with specific lessons dedicated towards grammar. A deductive approach focuses on the rule that is to be taught and then how to apply it. In this approach the teacher is at the centre of the class. An inductive approach focuses more on teaching the rules in a real language context, to understand the structures of a language rather than naming them. There is debate amongst educators whether or not grammar should be taught inductively or deductively. Brown (2007) however, states that an inductive approach is more appropriate due to that it is “more in keeping with natural language acquisition” and “it allows students to get a communicative 'feel' fo...

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... instead. I was in charge of five 19-year-olds that had never performed or acted before. When having practised the biggest scene for days, the group had a major break through. By chance or luck, I had managed to get the actors to the exact point where I wanted them to go without telling them, just by asking the right questions. That feeling, when the 'cog wheels' where in the perfect position, was what made me want to be a teacher. This is also applicable to language teaching, as Brown (2007) states that it builds “intrinsic motivation by allowing students to discover rules rather than being told them” (p. 423). For an effective classroom, the teaching of grammar and vocabulary must be adjustable, organic and chiefly; awareness amongst educators of new pedagogy research and not to simply do as it always has been done.

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david nunan skolverket brown
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