- •Teaching Grammar
- •D Observation task
- •Input reading 1
- •Exploratory task 1.1 Give the normative parallels to the following sentences
- •Input reading 2
- •Element production
- •Prediction of the next steps
- •Next step production
- •Input reading 3
- •Produce a list of your favorite and most successful techniques of teaching grammar
- •Exploratory task 3.1
- •Exploratory task 3.2
- •Exploratory task 3.4
- •Exploratory task 3.5
- •Exploratory task 3.6
- •Exploratory task 3.7
- •Exploratory task 3.8
- •Exploratory task 3.9
- •Exploratory task 3.10
- •When did it stop raining. A/How long hasn't it been raining? b/ When wasn't it raining?
- •You've been talking on the phone for two hours. A/ You've just stopped talking on the phone. B/ You started talking on the phone two hours ago.
- •Observation task 3.1
- •Input reading 4
- •Exploratory task 4.2 Try to give rules to the following language samples (all language samples are grammatically correct and have a certain sensible communicative message)
- •Exploratory task 4.3
- •Exploratory task 4.4
- •Stage of teaching (e.G. Material presentation, meaningful drill, communicative production etc)_________________________________________________________
- •Integrated task 4.1
- •Answer keys
- •Glossary of Grammar Terms
- •References and Further Reading
Exploratory task 4.2 Try to give rules to the following language samples (all language samples are grammatically correct and have a certain sensible communicative message)
Grammar samples |
Rules |
|
|
|
|
|
|
|
|
|
|
|
|
|
“Will” in “if-clauses” is used to show definiteness of what will happen |
|
|
|
“Having” can mean “buying soon” |
|
|
|
|
Procedural grammar develops from accuracy to fluency (Ur, P.1996. P. 75-89) in communicating a message. At the "accuracy" stage the learner's attention is drawn to the correct language. At the "fluency" stage the attention is shifted to the communicative messages. Teaching “procedural grammar” starts with the formal drill, i.e. practicing grammar structures with the focus on language accuracy.
The next step is functional drill i.e. teaching how to express grammar meaning in separate sentences (saying what a driver should not do when coming across road-signs).
The ability to express grammar meaning is necessary for the learners to pass over to the meaningful drill i.e. communicating a message in a situational setting with a certain grammar focus (e.g. commenting on what people are doing in the photos from the family album and focusing on Present Progressive).
Acquisition of procedural grammar first involves computation during language production. Structures have to be consciously constructed and planning has to take place some distance in advance. Before the utterance is actually pronounced the sentence is built in the learners’ minds first (Skehan, P. 1998. P. 30). Gradually the language gets memorized as chunks, i.e. collocations (e.g. “have got”, “has done” etc). Internal language processing (computation) gives way to lexicalized chunks. They function as "islands of reliability" for the language users.
The average native speaker can know perhaps many thousands of such sentence chunks (ready-for-use collocations). The greater this repertoire of chunks, the more native-like fluency is achieved. They also have to be authentic and idiomatic collocations (Skehan, P. 1998. P. 35-39). The process is shown by the flow-chart:
Noticing |
Awareness |
Computation |
Lexicalization |
Automation |
The combined development of the “grammar competence” and “grammar ability” in learners is the way to the acquisition of the target grammar, i.e. the grammar of the second language. “Target grammar” is the product of the joint processes, in which the development of knowledge and practical ability converge at a single point of creating mental grammar in the learners’ minds.