TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

TOPIC 2

APPROACHES IN THE TEACHING OF GRAMMAR

2.0 SYNOPSIS
Topic 2 highlights some of the approaches in the teaching of grammar. Some of the
approaches discussed are descriptive and prescriptive grammar, covert and overt approaches,
teaching of grammar in isolation and in context, Meaning, Use, Form (MUF) framework and the
integration of grammar with the other language skills, i.e. listening, speaking, reading and writing.
In addition, issues pertaining to the teaching of grammer are also discussed.
2.1 LEARNING OUTCOMES
By the end of this Topic, you will be able to:

demonstrate an understanding of the approaches in the teaching of grammar

discuss issues in the teaching of grammar

2.2 FRAMEWORK OF TOPICS

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TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

CONTENT
SESSION TWO (3 Hours)
2.3 Descriptive and Prescriptive Grammar
2.3.1 Descriptive grammar
Descriptive grammar refers to the structure of a language as it is actually used by
speakers and writers. Descriptive grammars describe how people use spoken and
written language, and the knowledge that they use to decide whether something is
grammatically correct.
2.3.2 Prescriptive grammar
Prescriptive grammar is a set of rules and examples dealing with the syntax and
word structures of a language, usually intended as an aid to the learning of that
language. It refers to the structure of a language as certain people think it should be
used. Prescriptive grammars prescribe the rules of a language.
Both kinds of grammar are concerned with rules--but in different ways.
Specialists in descriptive grammar (called linguists) study the rules or patterns that
underlie our use of words, phrases, clauses, and sentences.
On the other hand, prescriptive grammarians (such as most editors and teachers)
layout rules about what they believe to be the correct or incorrect use of
language.
Exercise 1
What do you think of prescriptive and descriptive grammar?
comments.

Give your

2.4 Covert and Overt Approaches

Harmer (1988) puts forward two approaches to the teaching of grammar; covert and
overt grammar teaching.

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TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

2.4.1 Covert Approach

In this approach, the teacher uses the structure without drawing attention to
grammatical rules. The focus is on the activity and not the grammar rules.

Errors

should be tolerated during the course of the activity but should be noted and dealt
with at a later session.
2.4.2 Overt Approach
In the overt approach, teacher explicitly explains the rules when presenting the new
language. There are two options available to the teacher; the deductive approach
and the inductive approach.

Deductive approach the teacher presents the rules/patterns/generalizations

and then goes on to provide practice in the application of these rules.

Inductive approach - also known as discovery method. The students are first
given a number of sample sentences containing the target forms and then the
teacher guides the students into deriving the rule for themselves.

The two approaches should not be seen as separate but rather as complementary.
A grammar rule presented covertly via communicative activity can be supported by
an explicit explanation so that students understand the rules.

A grammar rule

presented overtly or explicitly should be supported by activities which encourage

students to use the structures for communicative purposes.
2.5 Grammar in Isolation vs Grammar in Context
2.5.1 Grammar in Isolation
Teaching of grammar in isolation involves learning grammar which is presented out
of context.

In this approach of teaching grammar, learners are given isolated

sentences, which they are expected to internalize through exercises involving

repetition, manipulation, and grammatical transformation.

These exercises are

designed to provide learners with formal, declarative mastery of the language in

which they are able to explain rules of using the form of the language.

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TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

2.5.2 Grammar in Context

Teaching of grammar in context involves teaching grammar in relations to the
context of the situation the utterances are usually used. When learners are given the
opportunities to explore grammar in context, it will make it easy for them to see how
and why alternative forms exist to express different communicative meanings. For
instance, getting learners to read a set of sentences in the active voice, and then
transform these into passives following a model, is a standard way of introducing the
passive voice. Nevertheless, this needs to be supplemented by tasks which give
learners opportunities to explore when it is communicatively appropriate to use the
passive rather that the active voice (Nunan, 2000).

Grammar is therefore

contextualized in meaningful language use.

There are many views on the benefits of teaching grammar in context. As
teachers, we need to help learners see that effective communication involves
achieving harmony between functional interpretation and formal appropriacy
(Halliday 1985) by giving them tasks that shows the relationship between
grammatical items and the context in which they occur. This is because in genuine
communication beyond the classroom, grammar and context are often closely
related that appropriate grammatical choices can only be made with reference to the
context and the purpose of the communication.

Furthermore, Celce-Murcia and

Olshtain (1998) stressed that only a handful of grammatical rules are free from
discoursal contraints.
According to Weaver (1996), grammar need not be taught, since it is acquired
subconciously when the students learn the other language skills. Weaver further
postulates that students can learn and apply many grammatical concepts without
learning to analyse and label the parts of speech and various other grammatical
constructions. For example, we come to understand that acquiring the terminology
that a have auxilliary is always followed by a past participle (They have taken the
chair) and a be auxilliary is always followed by a present participle (They will be
taking the chair).

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TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

2.6 Meaning, Use, Form (MUF) framework

2.6.1 MEANING:
What meaning does the vocabulary, functional expression or grammar structure
have in the (specific) context? In other words what does the unit of language mean?
There are two aspects of meaning.

First, what is literal or essential meaning of the word, phrase,

functional expression or grammar structure?

Second, what does it mean in the context its being used in?

For example: Shes wearing a red skirt. The literal or essential meaning of the word
has to do with naming a particular color.
Shes red from sitting in the sun. Her skin has turned a particular shade of pink
indicating sunburn.
He was a well-known red. Red indicates the persons political beliefs and affiliation.
2.6.2 FORM:
How is the vocabulary unit, functional expression, or grammar structure formed?
Form refers to the visible and audible parts of vocabulary, functional expressions
and grammar units: the spelling, phonemes, syllable stress, words in a phrase,
prefixes or suffixes, syntax (word order), choice of noun or verb, etc for a particular
place in a sentence, and/or punctuation. For example: the present perfect is formed
with have been plus the past participle of the main verb; tired of is followed by
Ving/gerund not an to V/infinitive, in my opinion and not on my opinion; the word is
spelled c-o-n-t-e-n-t and the second syllable is stressed
2.6.3 USE:
When or why is the vocabulary, functional expression or grammar structure used?
The words, functional expressions, grammar structures we choose to use are
determined by the situation we are in and/or what we want to communicate to our
listener(s). Use is interconnected with meaning.
For example: Please note: Mail will not be delivered on Thursdays until further
notice. The passive voice is used appropriately here because it is more formal and
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TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

objective; because listeners know generally that postmen deliver the mail and that
this decision was made by a nameless government or postal official; and because
the what is crucial to communicate is the fact that there will be no postal delivery on
the specified day for the foreseeable future.
For example: Good morning! is a greeting we use with friends, family, our boss, etc.
when we see them before noon. If we say Good morning! to a family as s/he gets up
in the afternoon (because they were out late the night before), we are being ironic
and perhaps indicating disapproval. We would probably not say this to our boss
when s/he came in late.

Figure 1: Celce-Murcia & Larsen-Freemans Form/Meaning/Use

2.7 Integration with the teaching of Listening, Speaking, Reading and Writing
skills.
Grammar is the basis of all written and verbal communication. We cannot listen,
speak, read or write without grammar.

It is always present in any form of

communication. This is how grammar is acquired in the L1 situation without being

taught. This is because they are totally immersed in the L1 environment.
However, the situation is different in the ESL and EFL context. In the ESL and
EFL context, learning of grammar does not occur by pure chance.
In the Malaysian ESL context, the KBSR states that;
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TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

The principle of integration requires that the four language skills, grammar
items/sentence patterns, the sound system and vocabulary be integrated and
taught as a whole, wherever possible
There are at least three ways in which grammar can be integrated with the other
language skills like, listening, speaking, reading and writing;
i.

by a systematized mapping of the grammar syllabus within a thematically

conceived series of units. How this is done is explained in detail below.

ii.

by a unit-by-unit mapping of grammar. In this system, mapping of grammar

that comes after the texts and situations for the four language skills have been
determined. The grammar element is then built in to support the skills-based
activities. The activities in turn, provide the grammar lesson with models from
which to derive grammar rules. This way of working out the grammar makes
grammar-learning appear more interesting to the students as the need for
grammar arises out of the immediate context.

iii.

through the specific ways in which grammar supports and is supported by

each language skill.
(Source: Chitravelu et al., 2005)

For more detailed description on the integration of grammar with each

of the language skills, refer to Chitravelu et al. 2005. ELT Methodology
Principles and Practice. Kuala Lumpur. Oxford Fajar Sdn. Bhd.

2.8 Issues in grammar teaching

There are several issues pertaining to the teaching of grammar in the primary
classroom. Among them are:
2.8.1 To teach of not to teach grammar
There is an issue on whether to teach or not to teach grammar and if so, how to
teach it. The issue on whether to teach or not to teach grammar depends on
various variables (Brown, 2007) such as:
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TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

age

proficiency level

educational background

language skills

style (register)

need and goals

2.8.2 Should grammar be presented inductively or deductively

The issue here is whether learners benefit from an inductive approach where
various language forms are practiced but in which the learners are left to discover or
induce rules and generalizations on their own? Or is it better if rule/generalization
are given by the teacher or textbook and then allowed to practice arious instances
of language to which the rule applies?
Sometimes a deductive approach, an inductive approach or even a blend
between the two is effective. In practice, the distinction is not always apparent.
2.8.3 Should grammar be taught in context or in isolation
Research on the effectiveness of grammatical instruction indicates the advisability
of embedding grammatical techniques into general language courses, rather than
teaching it in isolation, and treating it in a separate course.
Grammar, whether learned consciously or subconciously is regarded as an
enabling system that helps students to pursue relevant language goals. In other
words, grammar serves as a contributor towards achieving such goals.
In some curricula, certain class hours are set aside for grammar instruction.
Under certain conditions, however, they can provide a useful function, especially
for the high intermediate to advanced learners (Ellis 2006).
2.8.4 Should teachers correct grammatical errors
Many of the students errors in speech and writing performance are grammatical.
Research evidence shows that overt grammatical correction by teachers in the
classroom is seldom seen of any consequence in improving learners language.
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However, there are evidence showing that various other forms of attention to and
treatment of grammatical errors have an impact on learners.
In speaking we have to adhere to the principles of maintaining communicative
flow, of maximizing student self-correction and of sensitively considering the
affective and linguistic place the learner is in.

However, in the process writing

approach, overt attention to local grammatical and rhetorical errors is normally

delayed until learners have completed one or two drafts of a paper. Nevertheless,
global errors has to be treated earlier in the process. Studies have shown that
certain attention to errors make a difference in final written products ( Brown, 2007).

Find other issues related to the teaching of grammar in the Primary

ESL classroom and write a critical review on the issues stated. .

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