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INTRODUCTION TO TEACHING TYPES OF GRAMMAR
GRAMMAR
1. Descriptive grammar it explains the
01 KEY TERMS AND CONCEPTS IN rules of how the language is used.
TEACHING GRAMMAR
2. Functional grammar is knowing the
Grammar refers to the system of rules purpose of using the grammar/language.
and structures governing how a language
is used. It encompasses the syntax (word 3. Prescriptive grammar is how grammar
order), morphology (word formation), is used properly/correctly.
semantics (meaning), and phonology
(sound patterns) of a language. 4. Pedagogic grammar is the purpose of
teaching the grammar.
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grammar is the rule of the languag that
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are set of standards and structure of
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the words. 02 GRAMMAR TEACHING TECHNIQUES
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Grammaring referring to the process of A pedagogic grammar is a description
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actively is a term coined by linguist of how to use the grammar of a
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Michael Lewis, engaging with and language to communicate, forpeople
internalizing grammar rules through wanting to learn the target language.
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observation, practice, and
understanding. ☛ Grammar translation it is the code-
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switching way of teaching grammar to
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actively following the rules of the the target language.
language. ☛ Audiolingual imitative teaching way
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of grammar..
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☛ Communicative teaching grammar by
Grammaticalization is a linguistic applying it
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process by which words or constructions
evolve over time to function as 03 WHY TEACH GRAMMAR?
grammatical elements. This involves 1. Sentence-Machine is the need to
a gradual shift from lexical (concrete and learn the structure.
meaningful) to grammatical (more 2. Fine-tuning it is the correction of
abstract and functional) use. grammar
3. Fossilization refers to when language
Grammaticalization is when words learners stop progressing and their
change from having clear meanings to errors become permanent. To
becoming more abstract and used for prevent this, we focus on helping
grammar. learners continue improving and
avoid getting stuck at a certain level.
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4. Discrete item teaching focuses on ERROR
individual language elements, like mistakes that students have difficulty in
grammar or vocabulary. We use it to help correcting by themselves
learners understand that word formation
(derivation) is important for expanding ATTEMPT
their language skills and understanding. the result of a student trying to say
5. Rule of Law (following the rule of the something beyond their language level at
Target Language - TL)This refers to their stage of learning
teaching grammar by emphasizing the
importance of following the specific TYPES OF CORRECTIVE FEEDBACK
rules of the target language. Just like Explicit Correction
laws provide structure in society, The teacher indicates that a student
grammar rules guide language use, made a mistake and offers the correct
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ensuring clear and accurate answer.
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communication.
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6. Learners' Expectation Learners often Example:
expect to understand and use the S: He speak Chinese
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language correctly. Teaching grammar T: He speaks Chinese
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meets this expectation by giving them
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the tools to form sentences properly, Recast
helping them feel confident and The teacher does not directly say that
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proficient in the target language. the student made a mistake, but
provides
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04 ERROR CORRECTION AND the correct answer, or simply re-
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FEEDBACKING casts/re-formulates what the student
said.
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ERROR FEEDBACKING
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CORRECTION This is an assessment
Example:
It is the task of through reactive
S: He speak Chinese
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correcting response to a
different kinds of student’s use of the T: Yes, he speaks Chinese and Japanese
errors in text such as target language
spelling, punctuation, which Metalinguistic Clues
grammatical, and is used as a basis for
The teacher does not offer the correct
word choice improvement.
errors. answer but asks questions to help the
student see that there was a mistake
(gives comments or information).
CATEGORIES OF GRAMMATICAL Example:
MISTAKES S: He speak Chinese
T: 3rd person '-S’
SLIP S: He speaks Chinese
smaller mistakes which a student can
correct by him/herself
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Elicitation
The teacher elicits the correct form from
the student. Can be done by pausing
and allowing the student to complete a
sentence the teacher started, or by
asking them to reformulate what they
were saying.
Example:
S: He speak Chinese
T: Say it again please.
S: He speaks Chinese
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Repetition
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The teacher repeats the student’s
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mistake but changes his/her intonation
to
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signal that something was wrong.
Example:
S: He speak Chinese
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T: He speak Chinese?
S: He speaks Chinese
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WHEN TO CORRECT?
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Here is a list of questions that can help
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the teacher determine when it is
appropriate to correct a student’s errors:
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1. Does the mistake affect
communication?
2. Are we concentrating on accuracy at
the moment?
3. Why did the student make the
mistake?
4. Is it something the students have
already learned?
5. Is this a mistake that several students
are making?
