SEMESTER 1, 2014/15

PET 226/4
PEDAGOGICAL GRAMMAR FOR TESOL
Lecture 9 Methods/Approaches for
teaching grammar

The Grammar Translation Method

Study the grammar and grammar rules of the

foreign/target language.
Study the vocabulary of the target language in
isolated word lists.
Studying a foreign language provides learners with
good mental exercise which helps develop their
minds.
Grammar is learned deductively, i.e. they are given
the grammar rules and examples and told to
memorize them. They are then asked to apply the
rules to other examples.
Learners memorize native language equivalents
for vocabulary words in the target language.

The Grammar Translation Method

The meaning of the target language is made clear

by translating it into the learners native language.
Early in the course difficult texts are read not for
understanding the content but for grammatical
analysis.
Drills are often used as translation exercises from
the target language into the native language or
vice versa.
Evaluation: Written tests given in which students
translate from their native language to the target
language or vice versa.
Evaluation: Questions are about the foreign culture
or that apply grammar rules.

The role of the teacher

The teacher plays very traditional roles in a teachercentred class.
The teacher is authoritative.
The teacher speaks most of the time explaining the rules
and analyzing the text.
Interaction is initiated from teacher to student. Very little
student initiation or student-student interaction. Hardly
any pair work or group work.
A lot of translation takes place. The language used in
class is mostly the students native language.
Since the emphasis is on grammar and vocabulary,
learners have poor listening and speaking skills.
Reading and writing are primary skills. Hardly any
attention paid on pronunciation.

The direct method

Bombard the student with samples of the target
language, spoken by a native speaker.
Encourage the student to imitate, respond and gradually
participate as a speaker.
Assumption: older students learn the same way as a
small child learns his mother tongue.
Reaction against the grammar translation approach.
Classroom instruction is entirely conducted in the target
language.
Only everyday vocabulary and sentences are taught.
New teaching points are introduced orally.
Grammar is taught inductively.
Speech and listening comprehension are taught.
Correct pronunciation and grammar are emphasized.

The role of the teacher

To provide the model for students to imitate.
To instruct in the target language.
Input in the target language by a native speaker
provides a good model, especially when there is
no model in a foreign language context.

The audiolingual method

Based on the principles of behaviour
psychology.
Learning a language is habit formation.
Students practice dialogues of every situation.
New materials are presented in the form of a
dialogue.
Use mimicry, memorization of set phrases and
over-learning.
Structures (grammar practice) are sequenced in
increasing complexity and taught one at a time
using repetitive drills.

The audiolingual method

Little grammatical explanations given, grammar
taught inductively.
Listening, speaking, reading, writing
Vocabulary is limited and learned in context.
Abundant use of language laboratories, tapes
and visual aids
Precise native-like pronunciation
Successful responses are reinforced.

The role of the teacher

The choir director
Diligently prepares drills for practice.
Gives guided and intensive drills to provide a lot
of language work for students.
Helps students gain confidence in pronouncing
words in the target language correctly.

The Communicative Approach

An approach that emphasizes use (appropriate use of
language in various situations to communicate
effectively).
Learning a foreign language means more than careful
attention to grammar, pronunciation and vocabulary.
Students do not make sentences but they use sentences
for a purpose.
It has a functionally-based syllabus that looks at
language from a socially interactive rather than an
academic point of view.
The CLT content is on Functions use of language for
specific results and expressing intentions.
Greetings (How do you do?), Attracting attention (excuse
me), Requesting directions (How can I get to...), inviting,
suggesting, complaining, ...

Finocchiaro (1983) 5 categories of functions:

Personal expressing feelings, ideas, thoughts

Interpersonal maintain social and working relationships. Eg.
greetings, introducing people to others, agreeing, interrupting,
changing an embarrassing subject, ...
Directive attempting to influence the actions of others, accepting
or refusing direction. Eg. making suggestions, persuading,
warning, asking for instructions, responding to instructions,
granting permission, ...
Referential talking or reporting about things. Eg. defining,
paraphrasing, explaining or asking for explanations about how
something works, discussing possibilities, comparing, evaluating
the results of an event, ...
Imaginative discussions involving elements of creativity and
artistic expression. Eg. discussing a poem or a TV programme,
expanding ideas, solving problems or mysteries, suggesting
endings or beginnings to stories, creating plays, ...

The role of the teacher

Encourages students to produce dialogues around social
functions.
Plans various wide-ranging situations for communicative
work for the students.
Can prepare students for effective communication.
Students feel motivated by their own output in class to
use the language in real-life situations.
The syllabus covers a wide range of functions that are
needed in real communication in the target language.