teaching grammar:
A deductive (rule-driven) approach - presentation of a rule (1 - rule of form; 2 - rule of use) followed by examples in which the rule is applied.
Advantages:
-it is direct thus time - saving and efficient
-it respects students' intelligence, expectations and learning style (if they are analytically inclined)
Disadvantages:
-it can be seen as dull (no student involvement), over-technical (metalanguage), and demotivating
-certain kinds of learners, including younger ones, may react negatively
-it encourages the belief that learning a language is simply a case of knowing rules
Didactic approach:
-The T writes a model/example of the language on the board.
-The T draws attention to the form.
-The T makes the meaning of the new language clear.
-The T makes the function of the language item clear.
-Ss do a written exercise focusing on the correct and appropriate use of the language item.
-The T uses visual or written prompts to elicit from the Ss “substitutions” - further sentences using the same language.
-Ss supply examples of the language relating to their own experience.
An inductive (discovery) approach - presentations of examples from which learners derive an understanding of the rule (learning through experience).
Advantages:
-students are more involved in the learning process (not passive recipients) thus more likely to be more attentative and more motivated
-the mental effort makes the rules more memorable and meaningful
-it is suitable for learners who like challenge (problem solving)
-it prepares students for greater self-reliance and is therefore conductive to learner autonomy
Disadvantages:
-it is more time consuming (less time for productive practice)
-students may hypothesize the wrong rule
-it can place heavy demands on lesion planning (careful guidance for learners)
-it may be frustrating for some students (different learning styles and past learning experiences)
Inductive approach:
-The T makes the meaning of the new language clear.
-The T makes the function of the language item clear.
-The T asks questions to test Ss' understanding of the meaning and/or function of the language item.
-The T draws attention to the form.
-Ss repeat the example or “model” sentence exemplifying the language item.
-The T uses visual or written prompts to elicit from the Ss “substitutions” - further sentences using the same language.
-Ss supply examples of the language relating to their own experience.
-Ss do a written exercise focusing on the correct and appropriate use of the language item.
-The T writes a model/example of the language on the board.
Teaching grammar through texts - grammar best taught and practiced in context (levels of context: the co-text - the surrounding text, the context of situation, the context of culture - can contribute to the meaning of the text)
Advantages:
-co-textual information - learners can deduce the meaning from the co-text (i.e. the surrounding text)
-authentic texts can show how the item is used in real communication
-grammar input, vocabulary input, skills practice, features of text organization
-good preparation for independent study
Disadvantages:
-the difficulty of the text
-not all texts are of equal interest to students
-simplified texts may give a misleading impression of the natural use of the item
Stages of accurate reproduction:
choral repetition
individual repetition:
T nominates - S responses - T feedback (acknowledge/show incorrectness)
cue-response drills:
Instruct, 2. Cue, 3. Nominate