TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

TOPIC 1
1.0 SYNOPSIS

INTRODUCTION TO GRAMMAR

Topic 1 provides input on the teaching of grammar in the Primary School. It also discusses the different meanings and definitions of grammar. In addition, it willo compare and contrast between fluency and accuracy, grammar for young learners and the place of grammar in the primary classroom.

1.1 LEARNING OUTCOMES By the end of Topic 1, you will be able to: emonstrate an understanding of the meanings and definition of grammar . emonstrate an understanding of an overview of Teaching of !rammar in the Primary School

1.2 FRAMEWORK OF TOPICS

TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

CONTENT SESSION ONE (3 Hours) 1.3 Introdu t!on to "r#$$#r !rammar is central to the teaching and learning of languages. It is also one of the more difficult aspects of language to teach as well. !rammar is partly the study of what forms "or structures# are possible in a language, $ll language in use can be analysed at each of the four levels% sound, word, sentence and te&t. These rules tell the spea'ers how to pronounce syllables "phonology#, how to form words "morphology#, how to structure sentences "synta&# and what style of language to use in a given conte&t "pragmatics#. These are the %or$& that language ta'es. The study of grammar consists, in part, of loo'ing at the way these forms are arranged and patterned. Thus a grammar is a description of the rules that govern how a language(s sentences are formed. 1.3.1 M'#n!n"& #nd d'%!n!t!on o% "r#$$#r !rammar according to )utheford "1*+,# is -a necessary component of any language teaching programme "p.*#, and thus plays an important role in language teaching. .owever, the focus on grammar in language teaching was challenged with the emergence of teaching methodologies based on different learning theories, Such a challenge influenced not only the content and the curriculum in language teaching, but also the implication for teaching grammar. Thus, a fresh loo' at grammar was necessary causing linguists and language educators to rethin' the status of grammar in language teaching and learning. This led to a constant debate among language educators and linguists regarding the nature and type of grammar instruction, which affected the understanding of how second languages should be taught or learned. There are various definitions of grammar. $mong them are% Grammar can be defined as a description of the structure of a language and the ways in which units such as words and phrases are combined to produce sentences in the language 2

TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

(Dictio !r" o# A$$%i&' Li (uistics) Grammar is roughly defined as the way a language manipulates and combines words (or bits of words) in order to form longer units of meaning. ( )r* 1++,) Grammar is generally thought to be a set of rules specifying the correct ordering of words at the sentence level. (Nu ! * -003) Grammar is the system of rules governing the conventional arrangement and relationship of words in a sentence. (.ro/ * -000) !rammar is a description of the rules that govern how a language(s sentences are formed. (T)orn*ur+, 200-.

/rom the various definitions of grammar we can deduce that grammar is partly the study of what 0forms( are possible. Basically, a language consists words and sounds "when spo'en#. This can be analysed at each of the four levels% te&t, sentence, word and sound. These are the forms that they ta'e. $ study of grammar loo's at the way these forms are arranged and patterned. 1oo' at the following e&ample: This is 015 !5"#$%. &e are not at home right now. 'lease leave a message after the beep. If you change the order of the sentences you no longer have a well2formed answerphone message. /or e&ample: 'lease leave a message after the beep. This is 015 !5"#$%. &e are not home right now. 1i'ewise at the &'nt'n ' level, there is a fairly fi&ed order of words that form a sentence. (eep after a leave the please message. $t the /ord level% peeb 3

TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

!rammar e&plains why the following sentences are acceptable: &e are not at home right now. )ight now we ar not at home. The system of rules that cover the order of words in a sentence is called &+nt#0. Synta& rules disallow% *ot we at right home now are. The system of rules that cover the formation of words is called $or1)o2o"+. 3orphology rules disallow% &e is not at home right now. "$dapted from Thornbury, 4514# !rammar is conventionally seen as the study of the synta& and morphology of sentences. The ability to recognise and produce well2formed sentences is an essential part of learning a second language. .owever, in certain situation a sentence may not ma'e sense if only the form is correct, but it does not convey meaning. Ta'e the following e&ample% This is 015 !5"#$%. &e are at home right now. 'lease leave a message after the beep !rammar communicates meanings 6 meanings of a very precise 'ind. Principally, grammar convey two 'inds of meanings: representation 6 that is, grammar enables us to use language to describe the world in terms of how, when and where things happen, and interpersonal 6 that is, grammar facilitates the way we interact with other people when, for e&ample, we need to get things done using language. 1.3.2 F2u'n + 3'r&u& A ur# +

The aim of the communicative approach is to get students to use language to communicate efficiently and to see' information, give information, solve a problem etc. $ classroom activity may aim either at accuracy or fluency, a distinction first made by Brumfit "1*+7#. $n # ur# +4or!'nt'd # t!3!t+ such as pattern drills is usually used in the teaching

of a new target item% $ %2u'n +4or!'nt'd # t!3!t+ such as e&tensive reading and

TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

information gap aims to develop the students8 spontaneous communications s'ills in using what they have already learned. $ccuracy activities: Pur1o&': the primary purpose is to help students achieve accurate perception and production of a target item which can be a sound, a word, or a sentence structure. M#t'r!#2: the te&ts are usually composed of separate items% the target items are usually practised out of conte&t or situation% A t!3!t!'&: students8 attention is focused on a particular target item% their output is usually predictable% their performance is assessed on how few language mista'es are made% students8 errors are corrected% tas's do not usually simulate real2life situations. ISS9:: do you teach accuracy or fluency first; F2u'n + To achieve fluency $dvantage: produce students who can reproduce accurately sentences learnt isadvantage: 3ay not be effective in communicating the language in real life situations. Pur1o&': the primary purpose is to help students practice language in 1isstening, Spea'ing, )eading and <riting activities to so develop fluency in using the language in spontaneous communication. M#t'r!#25 the te&ts are usually whole pieces of discourses: conversation, stories, etc.% te&ts are usually authentic and used as they would be in real life. A t!3!t!'&5 students8 attention is focused on communicating information and e&pressing ideas% their output may not always be predictable% their performance is assessed on how well ideas are e&pressed or understood% students8 errors are not corrected unless it interferes with communication% tas's often simulate real2life situations. 1.3.3 Gr#$$#r %or Youn" L'#rn'r& The age of our students is a ma=or factor in our decisions about how and what to teach. People of different ages have different needs, competences and cognitive s'ills ".armer, 455>#. .armer "455># further e&plains that young learners learn

TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

differently from older children, adolescents and adults among others in the following ways% They respond to meaning even if they do not understand individual words. They often learn indirectly rather than directly 6 ta'ing every information around them rather than focussing on the precise topic being taught Their understanding comes from e&planation as well as from what they see and hear and interact with. They find abstract concepts such as grammar rules difficult to grasp They have a limited attention span% unless activities are e&tremely engaging, they can get easily bored, losing interest after ten minutes or so. In relation to the teaching of grammar for young learners, e&plicit grammar teaching is more effective at the intermediate to advanced levels than beginning levels "Brown, 455,#. This is because incidental focus on form is valuable as it treats errors that occur while learners are engaged in meaningful communication. This corrective feedbac' can facilitate ac?uisition if it involves a mi&ture of implicit and e&plicit feedbac'. 1.3.6 T)' 12# ' o% "r#$$#r !n t)' Pr!$#r+ 2#&&roo$ (a) T)' K7SR &+22#*u&

$s stipulated in the curriculum spesifications for the primary school, the :nglish 1anguage lesson aims to e?uip pupils with s'ills and provide a basic undrstanding of the :nglish language so that they are able to communicate, both orally and in writing, in and out of school.

TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

O*8' t!3'& o% t)' K7SR S+22#*u& i# ii# iii# iv# v# listen to and understand simple spo'en :nglish to be able to function in common everyday situations% spea' and respond clearly and appropriately in common everyday situations using simple language% to read and understand different 'inds of te&ts "from print and electronic sources# for en=oyment and information% write "including e2mail# for different purposes using simple language% and show an awareness and appreciation of moral values and love towards the nation. (*. T)' KSSR S+22#*u& 9nder the @SS) syllabus, primary education is divided into two stages, Stage Ane referring to Bears 1, 4 and C and Stage Two, Bear 7, > and D. In Bear 1 and 4, the :nglish language curriculum emphasises on the pupils( development of basic language s'ills in building the proficiency in the language. introduced from Bear C onwards. !rammar is only

KSSR ENGLISH
7

TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

@SS) States that: +By the end of Bear D, pupils should be able to: , use correct and appropriate rules of grammar in speech and writing 12 The following diagram shows the conceptual framewor' of the curriculum model. THE MODULAR CONFIGURATION

O*8' t!3'& O% t)' KSSR By the end of Bear D, pupils should be able to: i# ii# communicate with peers and adults confidently and appropriately in formal and informal situations% read and comprehend a range of :nglish te&ts for information and 8

TSL3108 TEACHING OF GRAMMAR IN THE PRIMARY CLASSROOM

en=oyment% iii# iv# v# write a range of te&ts using appropriate language, style and form through a variety of media% appreciate and demonstrate understanding of :nglish language literary or creative wor's for en=oyment% and use correct and appropriate rules of grammar in speech and writing

CURRICULUM ORGANISATION The Standard2Based :nglish 1anguage Eurriculum for 3alaysian Fational Primary Schools "S@# is designed to provide pupils with a strong foundation in the :nglish language. It is stipulated in the @SS) syllabus that teachers should use Standard British :nglish as a reference and model for teaching the language. It should be used as a reference for spelling and grammar as well as pronunciation for standardisation.