As guides, teachers play a significant role in imparting grammar knowledge to students. They use their existing knowledge to enhance students’ learning ability during the process of their teaching. As regard to which method should teachers adopt, many researchers hold different views. In this article, the author mainly discusses the strategies in teaching passive voice by evaluating Miss Wong’s pedagogical approach. In the second part, the author will write a proposal to suggest an alternative teaching method regarding passive voice. Some teaching activities are introduced, such as a TV program.
B. Significance of Passive Voice
Teaching passive voice is necessary. Although there is no absolutely relationship between passive voice and written texts, students are likely to drop passive voice when they want to write a narrative (Myhill, 2003), “To discuss ‘how passive voice is used and to which degree can students make use of it’ appears to be the reason why teachers should teach passive voice”. As a teacher, he not only gives new knowledge to students but also combines the ‘old’ (i.e. past participle, auxiliary) with ‘new’ knowledge together.
C. A Brief Introduction about Teaching Grammar
When it comes to how teachers teach students, a heated debate is raised regarding whether we should use inductive approach or deductive approach. The former refers to the approach realized by providing some implicit focus on grammar during communicative language teaching (Fotos, 1998). On this stage, usually, learners are provided with opportunities to learn passive voice through specified communicative activities, and they are required to explore these grammatical structures in context. As a result, students are sure of the pu...
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...rine J. Doughty. (2009). The Handbook of Language Teaching. Chichester, U.K, 523.
Myhill, D. (2003) Principled Understanding-Teaching the Active and Passive Voice. Language and education, 17(5), 355-70.
Nunan, D. (1998). Teaching Grammar in Context. ELT Journal, 52(2), 102.
Schmidt, R. (1990). The Role of Consciousness in Second Language Learning. Applied Linguistics, 17, 38-62
Toshialis, E. & Nakkula, Michael, J. (2012). Motivation, Engagement, and Student Voice. The Education Digest, 78(1), 29-35.
Ur, P. (1996). A Course in Language Teaching. Cambridge, England: Cambridge University Press, 83.
White, L. Spada, N. Lightbown, P. &Rata, L. (1991). Input Enhancement and Question Formation. Applied Linguistics, 12, 416-432.
William, L. (2012). Communication-oriented language teaching: Where are we now? Where do we go from here? Cambridge University Press, 2; 11.
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