INPUT-BASED APPROACHES TO TEACHING GRAMMAR: A REVIEW OF CLASSROOM-ORIENTED RESEARCH

1999 ◽  
Vol 19 ◽  
pp. 64-80 ◽  
Author(s):  
Rod Ellis
Keyword(s):  
Second Language ◽  
Approaches To Teaching ◽  
Substantial Body ◽  
Grammar Teaching ◽  
Teaching Grammar ◽  
Oriented Research

There is now a substantial body of research that has investigated the role of form-focused instruction in assisting learners to learn the grammar of a second language (L2). Recent comprehensive surveys of this research have been provided by N. Ellis (1995), R. Ellis (1990; 1994; 1997), Larsen-Freeman and Long (1991), Long (1988), Spada (1997), and Williams (1995a). However, it is becoming increasingly difficult to draw clear conclusions given the sheer amount of research now available, the problems of comparing results across studies, and the interactivity of the variables involved. Spada, for example, identifies seven questions that the research has addressed but acknowledges that “we do not yet have clear answers to any of these questions” (p. 74). One way of achieving a clearer understanding of how form-focused instruction contributes to acquisition might be to examine in detail studies that have investigated the effect of specific instructional options. This article will follow such an approach by examining one particular option–input–based grammar teaching.

scholarly journals TEACHING GRAMMAR IN SECONDARY SCHOOL: ALTERNATIVE TO DEFINITION APPROACH

2012 ◽  
Vol 13 (2) ◽  
pp. 43-55
Author(s):  
Mohammed Ibrahim
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Integrative Approach ◽  
Grammar Teaching ◽  
Teaching Grammar ◽  
Grammatical Structures

This paper examines the teaching of grammar in relation to Nigerian classroom. The paper examines the controversy of whether or not to teach grammar to students learning a second language pointing out the arguments advanced by those in favour and against it. Two approaches to the teaching of grammar - explicit and implicit - were equally discussed highlighting arguments for and against each. The paper finally gives support to an integrative approach to grammar teaching and recommends the same for use in teaching grammatical structures in Nigerian schools.

Corpus Linguistics and Second Language Acquisition – the use of ACORN in the teaching of Spanish Grammar

2010 ◽  
Vol 55 (1) ◽  
Author(s):  
Guadalupe Ruiz Yepes ◽  
Ramesh Krishnamurthy
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Corpus Linguistics ◽  
Language Use ◽  
Potential Role ◽  
Real Life ◽  
Grammar Teaching ◽  
Real Language ◽  
Authentic Language

AbstractWith increasing demands for the use of authentic language in the teaching of a second language, the potential role of corpora has been an important issue of discussion in the last two decades. Corpora have helped to reveal patterns of real language use and uncovered discrepancies between the language portrayed in textbooks and the language used in real life.This article focuses on corpus-driven as well as corpus-based grammar teaching, summarising the experience of applying ACORN (the Aston Corpus Network) in the teaching of Spanish Grammar to students in the School of Languages and Social Sciences at Aston University. Our main goals were to show the students a large number of examples taken from authentic language texts, in order to support the grammar explained in class, and to provide them with a very useful resource that they can use while writing essays, preparing for exams, etc.

The role of consciousness and sub-consciousness in teaching of grammar in ELT

2018 ◽  
Vol 5 (1) ◽  
pp. 115-120
Author(s):  
Selin Ozdemir ◽  
Fatih Yavuz
Keyword(s):  
Literature Review ◽  
Language Learning ◽  
Explicit Knowledge ◽  
Learning Processes ◽  
Grammar Teaching ◽  
High Level ◽  
Teaching Grammar ◽  
The Way

Teaching grammar has been regarded as one of the most crucial issues in the field of language. It gains its importance since it helps learners attain high level of accuracy and proficiency in language learning processes. During these processes, the way of teaching grammar differs under some certain circumstances and is divided into some sub-categories such as conscious grammar teaching and subconscious grammar teaching. In this study, a literature review of issues on the role of consciousness and sub-consciousness in teaching of grammar has been widely discussed since there are numerous views, claims and approaches related to choosing one of them as an ideal way to teach grammar. Both of them have a significant impact on the knowledge of grammar .The study revealed that neither conscious grammar teaching which lays emphasis on the structures and rules of a language nor subconscious grammar teaching without attention to explicit knowledge of grammar should be neglected. Keywords: Grammar teaching, consciousness, sub-consciousness, deductive, inductive.

scholarly journals The Place of Grammar Instruction in the 21st Century: Exploring Global Perspectives of English Teachers towards the Role of Teaching Grammar in EFL/ESL Classrooms

2021 ◽  
Vol 11 (1) ◽  
pp. 9
Author(s):  
Mohammad H. Al-khresheh ◽  
Suheyla Demirkol Orak
Keyword(s):  
English Teachers ◽  
Educational Background ◽  
Vital Role ◽  
Target Language ◽  
Grammar Instruction ◽  
Snowball Sampling ◽  
Grammar Teaching ◽  
Self Confidence ◽  
Teaching Grammar

This study explores the perspectives held by English teachers around the world regarding the role of teaching grammar in EFL/ESL classrooms and whether the divergence in these perspectives is influenced by variables such as gender, country, seniority, or educational background of the participants. To accomplish these objectives, a comprehensive questionnaire survey from literature comprising 46 items was carried out on a group of 304 participants from 22 countries who were voluntarily involved in this study using the snowball sampling method. Descriptive statistical methods were deployed for accurate data analysis. The findings revealed that the participants had a positive and constructive attitude regarding the importance of grammar instruction and were in unanimous agreement that good grammatical skills enabled the faster acquisition of proficiency in the target language. The participants agreed that grammatical mistakes’ immediate correction was detrimental students’ self-confidence levels and considered unnecessary interruption. These views highly influenced teaching methods and classroom practices. An overwhelming majority preferred an inductive and explicit approach to grammar teaching. It was concluded that while statistical differences in age, gender, and educational background did not influence the participants’ perspectives, seniority and country of origin played a vital role in these beliefs. After due consideration of these findings, a comprehensive discussion of the pedagogical implications and recommendations has been presented in this study.

scholarly journals Problem Solving In Teaching Grammar

2018 ◽  
Vol 3 (2) ◽  
pp. 59-67
Author(s):  
Syafiyah Syafiyah
Keyword(s):  
Problem Solving ◽  
Consciousness Raising ◽  
Grammar Teaching ◽  
The Many ◽  
Teaching Grammar

This article provides an alternative to grammar teaching, namely problem solving techniques. This technique was chosen by considering the many similarities possessed by the process of mastering a language. Besides that, this technique is also considered to be more attractive to students' learning interests. In the first part of this paper, we will describe how the role of grammar in various approaches. Next, the concepts of grammar-consciousness raising will be discussed and how this problem solving technique is applied in the classroom.

scholarly journals Construction of Online English Offline Teaching Mode in the Era of Internet Plus

2021 ◽  
pp. 25-36
Author(s):  
Zhang Mei
Keyword(s):  
Online Teaching ◽  
Rapid Development ◽  
Internet Technology ◽  
Teaching Resources ◽  
English Teaching ◽  
Grammar Teaching ◽  
English Grammar ◽  
Learning Interest ◽  
Teaching Grammar

With the rapid development of Internet technology, its application in the field of education is more extensive and diversified, and plays a greater role in teaching. Grammar teaching is an important part of English teaching. The complexity of grammar in forestry English leads to the common problems of English grammar among students. Relying on the Internet technology to establish the cloud classroom intelligent platform, online and offline interactive English teaching can fully play the role of online teaching resources and information technology by combining online and offline. This method can activate the classroom and improve students' language application ability and learning interest. Based on this, this paper analyzes the application of cloud classroom intelligent platform in English teaching. Then this paper discusses its construction method and application strategy, aiming to provide reference for relevant researchers.

scholarly journals A Critical Review of Grammar Teaching Methodologies in the Saudi Context

2018 ◽  
Vol 11 (11) ◽  
pp. 65
Author(s):  
Abeer Sultan Althaqafi
Keyword(s):  
Second Language Acquisition ◽  
English Language ◽  
English Language Teaching ◽  
Educational Institutions ◽  
Grammar Teaching ◽  
Study And Teaching ◽  
Efl Teachers ◽  
Teaching Grammar ◽  
Changing Role

‘Grammar is the business of taking a language to pieces, to see how it works’ (Crystal, 1996, p. 6). The study of grammar has fascinated people for many years, especially in the field of second language acquisition (SLA). However, in recent years people became uncertain about its value. Consequently, some educational institutions ceased to teach it, others teach it very selectively (Crystal, 1996; Ellis, 2002). To know grammar means to know more about how to manipulate the parts of a sentence in order to provide a meaningful expression. Teaching grammar has been subjected to a tremendous change, particularly throughout the twentieth century. There has always been a development in thinking about the nature of language which has enabled people to see the point of the study and teaching of grammar. Also, there have been quite a number of adaptations of various methodologies of teaching grammar. This language component (grammar) has been always the centre of pedagogical attention. The aim of this project is to discuss the changing role of teaching grammar from a Saudi teacher’s perspective, and to explore why some Saudi EFL teachers might wish to change their approach to teaching grammar and how they might do so. In addition, the following section will try to shed light on some of the salient grammar methods throughout the field of English language teaching (ELT) and provide some implications for EFL teachers and learners.

scholarly journals Nauczanie gramatyki języka obcego a podejście zadaniowe

Neofilolog ◽  
2021 ◽  
pp. 79-100
Author(s):  
Mirosław Pawlak
Keyword(s):  
Empirical Evidence ◽  
Corrective Feedback ◽  
General Level ◽  
Grammar Instruction ◽  
Educational Context ◽  
Grammar Teaching ◽  
Case Grammar ◽  
Teaching Grammar ◽  
Made In

While there is a consensus that teaching grammar is now indispensable in most educational contexts, there still exist numerous controversies as to how this should most beneficially be done. They concern, among others, such issues as the choice of instructional options to be used in order to introduce and practice grammar structures or to provide corrective feedback on errors made in the use of such structures (cf. Loewen, 2020; Nassaji, 2017; Pawlak, 2014, 2020a). On a more general level, a question arises as to the optimal way of organizing the material to be taught, with consequences for the overall approach to grammar instruction. One influential alternative to a structural syllabus, in which case grammar structures are carefully preselected and sequenced, is task-based language teaching, which can be conceptualized and implemented in various ways (cf. Ellis, 2017, 2018). The paper discusses the role of grammar in the task-based approach, also taking into account techniques and procedures that can be employed for this purpose. An overview of existing empirical evidence will be presented and an attempt will be made to highlight the way in which communicative tasks can be used to assist grammar teaching in the Polish educational context.  

scholarly journals Processing Instruction: An Input Based Approach for Teaching Grammar

1970 ◽  
pp. 111-118
Author(s):  
Madhu Neupane
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Key Words ◽  
Present Article ◽  
Input Output ◽  
Approaches To Teaching ◽  
Processing Instruction ◽  
Teaching Grammar

The present article is an attempt to highlight the importance of teaching grammar in Second Language Acquisition (SLA). It outlines the arguments forwarded for and against teaching grammar and approaches to teaching grammar. Mainly the article focuses on Processing Instruction-an input based approach for teaching grammar. It also presents the methodology followed by its originators to provide the researchers who want to conduct a similar research. Key words: Second Language Acquisition, Processing instruction, input, output DOI: 10.3126/nelta.v14i1.3097 Journal of NELTA Vol.14, No 1&2, 2009 December Page: 111-118

Singapore, grammar, and the teaching of ‘internationally acceptable English’

English Today ◽  
2004 ◽  
Vol 20 (4) ◽  
pp. 13-19 ◽  
Author(s):  
Tom McArthur
Keyword(s):  
21St Century ◽  
English Language ◽  
Language Skills ◽  
Formal Grammar ◽  
Grammar Teaching ◽  
International Language ◽  
Regional Language ◽  
Teaching Grammar ◽  
Opening Address

A consideration of the place of, and options for, explicitly teaching grammar to learners of English as an international language. A development of the opening address given at a conference on the teaching of grammar at the Regional Language Centre (RELC) in Singapore in November 2003. The key issue of the conference was whether the English-language skills of Singaporean school leavers would be improved through a revival of explicit and formal grammar teaching in the Lion City's 21st-century classrooms. The paper addresses this issue in both current and historical terms, going back indeed, at the end, to the beginnings of Western-style grammar teaching among the Greeks. While doing this, however, it also considers the nature and role of what the Singaporean government takes to be the proper target for its future citizens: speaking and writing an internationally acceptable English.

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