RULES OF TEACHING GRAMMAR
he has proposed six rules of teaching grammar the context the use economy relevance nurture and appropriacy
scott thornbury
he highlighted that if language teaching is grammar teaching (as what schools emphasize) then teacher training is training teachers to teach grammar.
scott turnbury
he observed in Thornbury1996, that theories of grammar are not theories of language acquisition. this may mean that teachers should not make memorizing rules of grammar the only content of their instruction.
rutherford 1987
he added that the nature of our knowledge of language and of language learning process is such that notions of optimally accurate and or effective rules are neither realistic nor desirable in the learning teaching situation. it is much more relevant to the learners needs that a teacher can provide typical language data and monitor learner production effectively then the most watertight static formulations of language data be aimed at.
Thornbury 1996, 2004
what rule is a teaching grammar means that grammar content or lessons are not taught as stand alone concepts but are embedded and or integrated into varied context, situations, for any field of study.
rule of context
what rule is teachers not just ask students to focus on rules and diagramming but guide them in understanding how grammar works in real communicative situations. students should be taught how to use the form and not just memorize conjugations that may not be relevant and applicable across situations.
rule of context
WHY
-language knowledge does not necessarily guarantee language skills
-this role provides avenue not just to learn grammar rules but for meaning making
-every individual is creative and has rich experiences, thus should be given opportunity to utilize this through real world type situations in which this rule is a major consideration
-thinking of grammar in terms of concepts that is what is the purpose of using a specific form what is the meaning express through that form will broaden learners understanding and use of the target language.
rule of context
WHAT
- grammar teaching should consider all three: form, meaning, and use.
-grammar instruction should integrate aspects of both language and literature and not as distinct field of ENGLISH
-teaching grammar in this rule involves making connections between grammatical patterns and the meaning of text: wider contextual aspects such as genre, audience subject and purpose; a reader's feelings and responses to a text; potential authorial motivations for making decisions about language choices.
-teach grammar in this rule, if you must take an item out of context to focus on it recontextualize it as soon as possible. always associate grammar form with the meaning of the speaker or author.
rule of context
HOW
-give real world scenarios and examples where grammar is used.
-encourage interaction rather than spending more time answering written exercises and worksheets
-use of authentic materials in providing concrete samples of language in the community like those accessible in audio and video materials,digital materials (songs films tv broadcast, vlogs, photographs, menus)
-scaffolding strategies like topping into students prior experiences like the use of graphic organizers, charts, discussion prompts.
-use of literary pieces such as short stories poem songs and the like as a springboard in teaching grammatical concepts
-this teaching may start with the development of ideas and concepts rather than the grammar itself. inductive method of teaching grammar may be used in this case.
rule of context
this rule of teaching grammar reminds language teachers to teach grammar for communication sake. memorizing the rules do not guarantee language production. if the goal of your language is for students to be able to use the target language meaningfully then you have to provide opportunities for language practice.
rule of use
WHY
- primary goal of teaching English is to help filipino students acquired the necessary skills for listening, speaking, reading, and writing which enable them we use the language for effective communication.
-language knowledge is not equal to language production
-students are able to appreciate what they are learning if they see how language works and is used in the real context
-so there should be able to see the relationship of grammar points to how the target language is actually used.
rule of use
WHAT
- teach grammar in order to facilitate the learners comprehension and production of language rather than an as an end in itself. always provide opportunities for learners to put the grammar to some communicative use Thornbury(2004)
-students understand a concepts the grammar rules better if they are able to use and apply it in real communicative tasks
-learning english is more than just learning vocabulary and grammar rules students need to actually use the language and listen to how others use it as well
-grammar teaching should incorporate spoken interactions or communicative production tasks
-a key component of grammar teaching is the integration of communicative work
-to teach grammar effectively, teacher should enable students to control grammar to express increasingly complex ideas.
rule of use
HOW
-provide for authentic examples of languages anchoring on students context
-encourage students identify usage patterns on how the target language is actually used
-used varied activities like letting students listen to audio samples of native and nonnative speakers of the language
-provide opportunities for students to share insights and ideas in class and give helpful feedback to improve language use
-instead of using grammar based approaches this rule encourages teachers to employ communicative approaches that is language his best learned through interaction
-example of an activity using communicative approach is prompt based activity. like the famous game guess who you can contextualize a sport game according to your objective you may also use different characters like national heroes and artists.
the rule of use
this rule of teaching explains that to provide time for language use, teachers should provide manageable and comprehensible input and allocate enough time for language use and practice.
rule of economy
WHY
-languages primarily a skill, thus, should be practice and used.
-just studying grammar will not in itself enable you to use it. students language success may be limited if what they have learned will merely stay as rules to understand.
-providing for more and more input may still not be sufficient for input should be comprehensible. does a content jampacked syllabus do not necessarily guarantee language acquisition.
-students who are at intermediate level and beyond may need more opportunities for practice rather than presentation of rules.
rule of economy
WHAT
-managing on presentation time in order to provide maximum practice time. with grammar a little can a go long way
-the english curriculum should be decongested, focusing on relevant grammar concepts
- comprehensible input is language input that can be understood the listeners despite them not understanding all towards and structures in it. it is described as one level above the that of the learners if it can only just be understood." (Krashen 2003)
-providing comprehensible input and more time for language practice help students acquire language naturally, rather than learn it consciously
- as language learners usage of the target language increases, so does their level of comprehension
-teachers should be able to strategize how to present grammar rules efficiently and effectively, then provide more time for students to apply this rules and communicative tasks.
rule of economy
HOW
-plan your grammar lessons well. sometimes the ones stipulated in the curriculum maybe too much or too little depending on students level. start where your students are.
-be clear with your goal. is it to to make students gain understanding of the concept or to complete a grammar task or both
-a lesson guide or plan is helpful when creating relevant activities for the topics that are enough for your class time
-use teaching scaffold slightly use a visual aids example is graphic organizer
-graphic organizers like charts concept maps mind maps infographics and so on help create visual images of how concepts are related and provide for an effective way of organizing information. this help students to convert in compress a lot of seemingly disjointed information to a structured simple to read graphic display.
Rule of economy
In this rule context, we define relevance as the "learning experiences that are either directly applicable to the personal aspirations, interests, or cultural experiences of students (personal relevance) or that are connected in some way to real-world issues, problems, and contexts (life relevance)" (The Glossary of Education Reform, 2013).
rule of relevance
WHY
-Relevant, meaningful activities that both engage students emotionally and connect with what they already know are what help build neural connections and long-term memory storage." -Briggs (2014)
-Students may disregard important concepts if they do not find relevance to them.
- Students become more interested to learn if they see the importance and connection of the concepts taught in the classroom to their real- life encounters.
-Students may become disinterested in the things they already know; thus, teachers should start where they are.
- If students acknowledge that the concepts are worth knowing, it will hoid their attention and engage them.
rule of relevance
WHAT
-The rule of relevance prompts the language teachers to make learning become more personal to the students.
-"Teach only the grammar that students have problems with. This means, start off by finding out what they already know. And don't assume that the grammar of English is a wholly different system from the ieamer's mother tongue. Exploit the common ground." - Thornbury, 2004)
-The Glossary of Education Reform (2013) points out two kinds of relevance - personal relevance and life relevance." "Personal relevance occurs when learning is connected to an individual student's interests, aspirations, and life experiences. Meanwhile, life relevance occurs when learning is connected in some way to real- world issues, problems, and contexts outside of school."
-This rule puts students at the center of English language teaching and learning.
-Depending on the target language, teachers should teach grammar concepts in relation to the student's mother-tongue.
-Communicative tasks should cater to cultural differences. Teachers should make sure that examples are accurate and appropriate for! certain groups
Rule of Relevance
HOW
-Provide examples that are grounded on how concepts learned are used in the real world.
-Let students experience authentic use of the language. Let them accomplish tasks using the target language. You may also invite native speakers of the target language, or non-native speakers having good command of the target language.
-Provide opportunities for multi-layered projects research, community involvement, language immersion. projects like those that involve
-Create activities to showcase students' communicative abilities like oration, declamation, broadcasting, mock job interview, debate, extemporaneous speaking, poem reading, spoken word poetry
-Let students watch movies where the target language is spoken by native and non-native speakers.
-Anchor your lessons on real world problems where students are able to see the importance of learning the target language - the danger of miscommunication, why headline writing is important, etc.
-Let students publish their poems, stories, narratives etc. Displaying or publishing student work is a great way to get them involved and motivated.
- Encourage students to build and create connections to what has been taught and to what is happening in the real world.
-For example, if your teaching students Headline Writing, particularly choosing headline verbs, you may start your discussion by showing them misleading headlines and ask them how poorly constructed headlines affect the integrity of the news. You can also start your discussion on the current situation in the Philippines regarding the fast spread of fake news.
rule of Relevance
in this rule teachers create significant impact on students lives. the teacher also plays the role of a mentor a friend apparent a counselor and so on sometimes things that make people feel more human matter the most. this things teachers say a positively or negatively affect students competence and confidence. teachers need to be strategic and cultivating positive and healthy learning environment for the students.
rule of nurture
WHY
-A nurturing environment is a learning-rich environment. -Students need to feel that the classroom is a place for trial and error and leaming from mistakes. They need to feel safe, supported, cared for in your classroom.
- Teachers should be abie to provide a conducive iearning environment free from fear and humiliation.
-Students tend to withdraw and lose interest in learning if the classroom does not reinforce self-esteem. Reinforcing self-esteem in the classroom is associated with increased motivation and learning.
Rule of Nurture
WHAT
-Teaching doesn't necessarily cause learning not in any direct way. Instead of teaching grammar, therefore, try to provide the right conditions for grammar learning.- Thombury (2004)
-"A teacher who builds positive relationships with students decreases the affective filter, or level of discomfort in the classroom and students perform better. Teachers who make connections between old and new knowledge and tie both into the real world also have students who perform better." - Adams (2015)
-"One obstacle that manifests itself during language acquisition is the affective filter, that is a 'screen' that is influenced by emotional variables that can prevent leaming. This hypothetical filter does not impact acquisition directly but rather prevents input from reaching the language acquisition part of the brain." - Krashen (2004)
-Teachers need to lower or decrease the "filter" or the barriers (anxiety, self-confidence, motivation and stress) as these may affect students' overali language experience.
- Teachers need to see to it that grammar concepts and the way they are taught will motivate students to intemalize the input, produce optimal output, and take into account feedback.
Rule of Nurture
HOW
-Get to know your students and allow them to know you well.
- Create a sense of order through clear behavioral and academic expectations.
-Utilize communal games and activities, relevant instructional materials, and engaging classroom discussions.
-Provide constructive feedback and allow students to learn from their mistakes.
-Don't judge.
-Celebrate success and class achievements.
-Choose appropriate teaching methods to cultivate students' motivation and creativity. -Teachers may use the teaching method named Suggestopedia/ Desuggestopedia by Georgi Lozanov on imploring different relaxing elements like music, drama and art in creating a more comfortable learning environment. This is also supported by Krashen's Affective Filter in eliminating the "filters" or "barriers" that may hinder language learning.
Rule of Nurture
This rule
It is a given fact that no two students are alike. Even if you are teaching in the same grade level, your students will always vary in age, proficiency level, learning needs, interests, expectations, skills, learning styles, beliefs, attitude and values. This rule, according to Thornbury, suggests that teachers should be able to apply these rules of teaching grammar according to the aforementioned differences. Whether you put premium to a grammar-driven classroom or may not teach grammar at all, it is your responsibility to identify what is best for your students.
Rule of Appropriacy
WHY
-People are more different than they are alike. Teachers have to respond to the diversity of learners.
-These individual differences in a language classroom can make for success or failure in attaining the goal of acquiring the target language.
- Regardless of how diverse the classroom is, students should be given equal opportunity to learn and achieve their goals.
- Teachers need to evaluate what students really need and design classroom activities suited to their needs.
- The teaching-learning process should be student-centered.
Rule of Appropriacy
WHAT
- Teachers should design classroom activities not just according to efficiency, but also to this rule.
- Grammar practice and communicative tasks should suit to the "context" of each learner.
- This rule prompts teachers to consider their students in the context of being language learners - What do they already know? What do they need to know immediately? What do they need to know in the future? These questions can help teachers evaluate if what they are doing in the classroom is somehow appropriate to their students.
-Teachers should consider the individual differences of students and use this to plan an effective and productive teaching-learning process.
Rule of Appropriacy
HOW
-Teachers may conduct needs assessment analysis or diagnostic tests to gain necessary data on students' proficiency level and needs.
- Talk to your students and let them share their language learning challenges and how they want to be supported.
-Determine your students' learning styles, previous learning experiences and present expectations.
-Take into consideration all other rules of teaching grammar. -Start where your students are.
Rule of Appropriacy