investigating the learning and teaching of grammar

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1702751045.docx investigating the learning and teaching of grammar plan: 1. teaching grammar 2. selection of the grammar material teaching grammar grammar is central to the teaching and learning of languages. it is also one of the more difficult aspects of language to teach well. many people, including language teachers, hear the word "grammar" and think of a fixed set of word forms and rules of usage. they associate "good" grammar with the prestige forms of the language, such as those used in writing and in formal oral presentations, and "bad" or "no" grammar with the language used in everyday conversation or used by speakers of nonprestige forms. language teachers who adopt this definition focus on grammar as a set of forms and rules. they teach grammar by explaining the forms and rules and then drilling students on them. this results in bored, disaffected students who can produce correct forms on …

accomplish defined communication tasks. selection of the grammar material micro-form, micro-meaning and micro-usage are recognized as the unit of grammar selection. the grammar phenomena for the oral speech of the learners are selected from the real live speech of foreign native speakers and fictions. the resource of selection active grammar is the spoken literary language. passive grammar minimum is selected from the written texts for students’ receptive speech development. active and passive minima do not differ very much as in vocabulary (active minimum is in the passive input), active minimum is selected for all stages of the secondary schools and passive grammar minimum is selected only for lyceums and colleges – for advanced students. the formation of grammar minima directly deals with the speech themes and vocabulary minima which impact on the grammar selection. the methodological criteria in preparation of educational grammar are classified as follow. criteria of selecting activegrammar …

ding and listening. the grammar input for speaking and writing is relatively less than for reading and listening. the preparation of the english language grammar material requires successful approaches to the selection, distribution and methodical typology of the content of grammar teaching. that’s why the selection should be relevant to the above criteria. the next task of preparation of language material is the presentation of the selected minimum. the distribution of the grammar minimum requires functional approach (according to the communicative tasks). grammar is divided into communicative units (sentence), so the speech pattern performs as a unit of distribution. the speech pattern embodies in itself all sides of speech, i.e. vocabulary, grammar, pronunciation and graphic aspects, as speech pattern is considered to be the unit of learning and distribution. reproductive way of learning english is based on speech patterns leading to expected results. the speech pattern means a model of …

t important for the speech process. the most important grammar phenomena are distributed at the initial stage of education. besides, the importance of distribution of grammar among grades occurs when one takes into account the criterion of correlation of grammar with vocabulary. the vocabulary in this case is of primary significance which in its turn influences the distribution of grammar units. the third stage is a very complex process of distribution. here are detected the cases of positive or negative transfer of language experience of students. this instructional measure is a major factor of preventing difficulties, i.e. this criterion is directed to prevent the expected grammar errors in the language acquisition. it is called preventing difficulties appearing in the speech. the first and second distribution is presented in syllabus. the third one is reflected in the english language coursebooks. the result of analysis of translingual and intralingual comparison of the …

unicate. the process of developing students’ grammar subskills is organized within three stages: 1. presentation stage, in which we introduce the grammar structure, either inductively or deductively. there are a variety of techniques and resources that can be used during this stage. selection of them should be made according to teacher strengths, student preferences, and the nature of the grammar phenomenon. 2. focused practice stage, in which the learner manipulates the structure in question while all other variables are held constantly. the goal of this stage is to allow the learner to gain control of the form without pressure and distraction trying to use the proper form of communication. 3. communicative practice stage, in which the learner is engaged in communicative activities to practice the structures being learned. it is necessary to pay attention also to teachers’ feedback and error correction which can take place throughout the aforementioned two stages, …

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1702751045.docx investigating the learning and teaching of grammar plan: 1. teaching grammar 2. selection of the grammar material teaching grammar grammar is central to the teaching and learning of languages. it is also one of the more difficult aspects of language to teach well. many people, including language teachers, hear the word "grammar" and think of a fixed set of word forms and rules of usage. they associate "good" grammar with the prestige forms of the language, such as those used in writing and in formal oral presentations, and "bad" or "no" grammar with the language used in everyday conversation or used by speakers of nonprestige forms. language teachers who adopt this definition focus on grammar as a set of …

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