- Orientation Session Presentation
- August 21, 2012
- Virginia Scott
Rethinking Grammar Teaching THE Questions - WHEN should I teaching grammar?
- Every day?
- At the beginning of the lesson?
- HOW should I teach grammar?
- Deductive lesson (rule example)
- Inductive lesson (example rule)
- Should I use L1 or L2 to teach grammar?
- Input processing is an approach to grammar instruction that guides learners to process what they see or hear.
- This approach helps learners connect language forms with their intended meanings.
- Learners must DO something with the input they see or hear.
Traditional approach - Traditional approach:
- input developing system output
- focused practice
-
-
- a) Learners see or hear input.
- b) They think about it … (?)
- c) They practice during output.
-
Input processing approach - IP approach:
- input developing system output
- focused practice
-
- a) Learners see or hear input.
- b) They DO something with what they see
- or hear.
- c) They produce the word or structure.
-
Traditional / Input processing: A review -
- 1) Traditional approach:
- input developing system output
- focused practice
- 2) IP approach:
- input developing system output
- focused practice
NOTE - For BOTH the traditional approach and the input processing approach teaching grammar includes three main phases:
-
- 1) providing input
- 2) fostering learners’ developing language system
- 3) encouraging output
Structure: verbs with “ing” Topic: leisure activities Four kinds of IP activities: -
- **Reminder: Students are listening OR reading and DOING something with what they hear/see. They are NOT speaking.
1. Binary options - Indicate if you think the statements are TRUE or FALSE:
- TRUE FALSE
- I like eating pizza. _____ _____
- I enjoy going to the movies. _____ _____
- I do not like hiking. _____ _____
- I hate watching TV. _____ _____
- I really like reading books. _____ _____
- I do not like riding a bike. _____ _____
- I like hiking. _____ _____
- I love dancing. _____ _____
- (ORAL or WRITTEN input?)
2. Matching - I like …
- books.
- movies.
- music.
- nature.
- pizza.
- jokes.
- new clothes.
-
- (ORAL or WRITTEN?)
- I like …
- hiking.
- shopping.
- eating.
- laughing.
- reading.
- dancing.
- watching TV.
-
3. Selecting alternatives - When I have free time I enjoy
- ___ watching TV.
- ___ reading a book.
- ___ talking to friends.
- When I am hungry I prefer
- ___ going out to a restaurant.
- ___ cooking dinner at home.
- ___ getting fast food.
- When I go out with my friends we like
- ___ going to the movies.
- ___ sitting in a bar.
- ___ dancing in a club.
- (ORAL or WRITTEN?)
4. Supplying information - Fill in the blanks below and be prepared to share the information.
- Name ____________________
- I like eating _______________________________.
- I love drinking _____________________________.
- I enjoy watching ___________________________.
- I prefer reading _____________________________.
- I do not like going _____________________________.
-
Elicit the rule State the rule clearly - You can add “ing” to verbs.
- You can state preferences before the “ing” verb:
- I like going / I hate eating / I prefer dancing
- “ing” verbs are preceded by a helping verb:
- to be (I am reading)
- to like (I like shopping)
Guiding principles for input processing: - Use both oral and written input.
- Focus on meaning before form.
- Have learners DO something with input.
- Design activities that require both discrete (one answer) and open-ended (personal opinion) answers.
- Have learners state the rule as final phase of the lesson.
References - Farley, Andrew. 2004. Structured Input: Grammar Instruction for the Acquisition-Oriented Classroom. New York: McGraw Hill.
- Lee, James and Bill VanPatten. 2003. Making Communicative Language Teaching Happen (2nd ed.). New York: McGraw Hill.
- Wong, Wynne. 2004. Input Enhancement: From Theory and Research to the Classroom. New York: McGraw Hill.
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