Definition of Grammar -Grammar may

be defined as the rules of a language,

governing the way in which words are
put together to convey meaning in
different contexts.
-is generally a thought to be set of rules
specifying the correct ordering of words
at the sentence level.
-is a description of the rules that govern
how a languages sentences are formed.
FLUENCY vs ACCURACY
Accuracy- is the ability to produce
correct sentences using correct grammar
and vocabulary.
Fluency-is the ability to read, speak, or
write easily, smoothly, and expressively.
In other words, the speaker can read,
understand and respond in a language
clearly and concisely while relating
meaning and context.
Comparisons of Accuracy-oriented
activities and Fluency-oriented
activities
PURPOSE
ACCURACY ACTIVITIES
To help students achieve accurate
perception and production of a target
item which can be a sound, a word, or a
sentence structure.
FLUENCY ACTIVITIES
To help students practice language in
listening, speaking, reading, and/or
writing activities to so develop fluency
in using the language in spontaneous
communication.
MATERIAL
ACCURACY
The texts are usually composed of
separate items; the target items are
usually practiced out of context or
situation.

FLUENCY
The texts are usually whole pieces of
discourses; conversation, stories, etc;
texts are usually authentic and used as
they would be in
ACTIVITIES
ACCURACY
Students attention is focused on a
particular target item; their output is
usually predictable; their performance is
assessed on how few language mistakes
are made; students errors are corrected;
tasks do not usually stimulate real life
situation.
FLUENCY
Student attention is focused on
communicating information and
expressing ideas; their output may not
always be predictable; their performance
is assessed on how well ideas are
expressed or understood; students
errors are not corrected unless it
interferes with communication; tasks
often stimulate real-life situation.
SAMPLE OF ACTIVITIES
Accuracy: Grammar presentations, gap
fill, exercises, frame dialogues.
Fluency: role plays, speeches,
communicative activities, games.
Young learners.
Different kinds of grammatical
knowledge at different learning stages.
Only understand rules to use them.
Do not need to have conscious
grammar knowledge

KINDS OF GRAMMAR KNOWLEDGE

REQUIRED FOR
Knowledge of Form & Function
YOUNG
Language
Language Form
LEARNERS
Function
Knowledge of Form & Function
To introduce
Jenny, meet my friend,
Lim.
Form
Function
1. Knowledge of
Jenny, thisItisisLim.
warm in here.
Expressing pleasure at
Word Order
I would like you to meet my sister,
being out of cold.
- Basic sentence
Amy.

Indicating that someone

patterns.
To ask for

How
do
I
get
to
the
police?
should do something.
- Position of word
directions

Can
you
show
me
the
way
to
the
Example: switch on the
classes.
police
station?
fan or open the
(Adjectives,

Do
you
mind
telling
me
how
to
windows.
adverbs,
get
to
the
police
station?
Just making a remark
prepositions and
about the place as a
words like only, please and just)
- Declarative Abu is playing.
means of starting up a
- Interrogative Is Abu playing?
conversation.
- Imperative Abu, play.
- Exclamatory Abu is playing!
- Positive and negative versions Abu is not
4. Knowledge of How to Link Ideas in
playing. Isnt Abu playing? Abu, dont play!
Different Sentences (Sentence
combining)
2. Knowledge of Grammatical Facts and
- Linking ideas to make coherent and
Rules
cohesive text
- Accepted and learnt as a whole
- Compound sentence He is handsome
collocation
but his brother is not.
- Articles ( A, an, the)
- Complex sentence The match went on
- Inflection of verbs ( eat, eats, has eaten,
although it was raining
ate )
- Conjunctions and, or, but
- Pluralisation of nouns ( box-boxes, boy- Logical connectors so, unless,
boys)
therefore
- Word derivation ( adjective- happy:
- Pronouns I, they, him, my, its
adverb-happily; noun-happiness)
5. Knowledge of the Grammar of
3. Knowledge of Form and Function
Spoken and Written Sentences
- Functions of language to
- Abbreviations in spoken language, but
communicate, to persuade, to express
not allowed in formal writing (Im,
agreement, thanks, appreciation and to
thatll, shes)
ask for and give information
- Forms within the same medium that are
- Forms Words, phrases, and sentences
appropriate to some context and not in
that are used to express those functions
others.
of language
- Ex: Hi (when greeting a friend)
How do you do? (when greeting a
stranger)
6. Knowledge of the meaning of
different grammatical options

Sentences formed to express the same

content contain different forms which
have different meanings.
Examples of same basic idea: Someone
(Mary) bought someone else (Peter) a
something (a pen).
1. Mary bought a pen for Peter.
2. It was Mary who bought Peter a
pen.
3. A pen is what Mary bought for
Peter.
4. It was Peter for whom Mary bought
the pen.

The Place of Grammar in the Primary ESL

Classroom

The Place of Grammar in the Primary ESL

Classroom
Communicative Approach
Use Language to communicate efficiently
-

Develop both fluency and accuracy

Include activities that combines both the
accuracy first model and communication
first model
Accuracy first model mastery of
grammatical patterns forms, and functions.
Communication first model fluency in
communication

APPROACHES IN TEACHING
GRAMMAR

KBSR

Descriptive vs. Prescriptive Grammar

Grammar also forms part of the language

contents of the syllabus. These grammar items
need to be taught in context and in a meaningful
way so that they can be used both in speech and
writing. The grammar items can be reinforced
and consolidated if learners are encountering the
items often enough through the various tasks set.
The grammar items should not be taught in
isolation but rather in the context of a topic.

Types of English Grammar:

Prescriptive Grammar Is what speakers
should or should not say.

Why grammar is introduced from year 3

onwards?
English is the second language for pupils in
schools. It is believed prudent and pedagogically
sound to defer the learning of grammar to a later
stage. Pupils should be given the opportunity to
develop an awareness of grammar in their first
language and this awareness may then be
exploited when English grammar is introduced
in Year 3. This approach will reduce the load and
stress of learning in the early years where the
emphasis is on learning through fun and play.

Example: The subject of a sentence must

agree with the verb (subject-verb agreement)
The instructions are clear not the
instructions is clear.
Descriptive Grammar Is what speakers
say, and when, why, and how they say it.
Example: Some English speakers use double
negatives for negation.
I dont have nothing.
Prescriptive: Prescribes a strict set of rules
for language.
Ex: When to use their/ theyre/ there and
how to name parts of speech.
Descriptive: Describes spoken language
used by native speakers. Linguists build a
set of rule to model the same behaviour.

Covert and Overt Approaches

Covert Grammar
Teaching
The teacher gets the
pupils involved in
using the structure
without drawing their
attention to
grammatical rules.
(grammatical facts
hidden from the
pupils)
Pupils attention is
focused on the activity
and not grammar rules
but they have ample
opportunity to practice
the question form.
(learn grammar rules
through the activity)
Activities: information
gap activity or reading
a text where new
grammar is practiced
or introduced

Overt Grammar
Teaching
The teacher explicitly
explains the rules
when presenting the
new language.
(grammar rules
provided and
explained)

Approaches:
Deductive approach
(Rule-driven
learning)
Inductive approach
(Discovery learning)

Activities: get pupils

to work with the
language (rational
cloze, objective
questions, etc.)

Deductive approach (Rule-Driven

Learning)
Starts with the presentation of a rule and is
followed by examples in which the rule is
applied.
Advantages
It gets straight to the
point and can therefore
be time saving. Allow
more time on practices
and application.

Acknowledges the role

of cognitive processes

Disadvantages
Starting the lesson
with a grammar
presentation may be
off putting for some
students. (do not have
sufficient
metalanguagelanguage used to talk
about grammar
terminology)
Students do not have
much opportunity to

in language
acquisition.
Confirms students
expectations about
classroom learning
particularly students
with analytical
learning style.
Allows teacher to deal
with language points
as they come up,
rather than having to
prepare for them in
advance.

get involve (Teachercentered)

Explanation is seldom
memorable.

Encourages belief that

learning a language is
simply a case of
knowing the rules.

Inductive Approach (Discovery

Learning)
Starts with some examples from which a
rule is inferred.
Students are given a sample and the
teacher guides them in discovering the
grammar rules used in the sample.
Advantages
Make the rules more
meaningful,
memorable, and
serviceable.
Mental effort
involved ensures a
greater degree of
cognitive depth
(greater
memorability)
Students are actively
involved.
An approach which
favors pattern
recognition and
problem solving

Disadvantages
May mislead
students that the rule
is the objective
instead of the
meaning.
Time consuming

Students may
hypothesise wrong
rule
Place heavy
demands on teachers
in planning a lesson.

abilities.
Extra language
practice (if problem
solving is done
collaboratively)
Self-reliance

Frustrates students
who prefer simply to
be told the rules.

Grammar in Isolation vs. Grammar in

Context
Grammar in Isolation:
- Grammar is taught as separate topic
to make sure the pupils recognize the
rules and regulations of grammar.
- Ex: Past tense, present tense,
irregular verbs
Grammar in Context:
- Integrate grammar in everyday
teaching.
- Also applicable while teaching other
skills.
- Ex: listening, speaking, writing, and
language arts.

Meanin
g

Focus on form, meaning and usage

Language learning
Requires a commitment to teach

Grammar in Isolation:

Focus on form and meaning only.

Language acquisition
Exercise involving repetition,
manipulation and grammatical
transformation
M-U-F Framework

Form

Meaning
-

For the first step, teachers introduce

a new language to children in
MEANINGFUL CONTEXT to
help the children understand the
meaning of the language that they
are learning.
Meaning can be created through
situations that are related to
childrens life.
Ways to create meaning

Grammar in Context:

Use

Set situations or dialogues that are

fun for children or other media
(puppet show)
Using stories
Playing dramas
Using Total Physical Response
(TPR)
Using pictures
Using childrens experiences as
learning materials.

Use
-

After children are exposed to English

language through the situations
manipulated by teachers, they also
need opportunities to use English to
communicate with others. They
may use the language to play or to
act in plays.

Sample of Activities
-

Games
Information gap
Quiz
Plays
Giving and following instructions to
do or making something
Creating funny rhythms or songs

Form
-

Children are subconsciously notice

form of language (grammar) and
tend to use language naturally in
accordance with their need.
Thus, teachers have the
responsibility to attract childrens
attention to language forms during

English lesson, which means that the

teachers are making the children
aware of accurate language use both
orally and written.
Children need certain conditions to
make them understand meanings of
English vocabularies and to use the
language in natural context.
This means that the teachers have to
introduce the language form with
meaningful context, which to make
the children feel motivated to use
English as well.