Mark Lim, Quek Khai Xian, Fadalya Petrus, Bibi Nuraqma, Theivina Narayanasamy, Khairulliza Shafiei (K12)

Teaching Grammar
In context?

In isolation?

Mark Lim, Quek Khai Xian, Fadalya Petrus, Bibi Nuraqma, Theivina Narayanasamy, Khairulliza Shafiei (K12)

Grammar is the sound, structured, and meaningful system of language.

Contextualised
We integrate grammar in everyday teaching Also applicable while teaching the four skills

Isolated
Grammar is taught as separated element to make sure pupils acquire the correct rules

Repetition, manipulation and grammatical transformation

Focus on form, meaning and usage

Form
How is it formed? Accuracy

Language learning

Focus on form and meaning

Language acquisition

Meaning
What does it mean? Meaningfulness

Use
When and why is it used? Appropriateness

Mark Lim, Quek Khai Xian, Fadalya Petrus, Bibi Nuraqma, Theivina Narayanasamy, Khairulliza Shafiei (K12)

Aguilar (n.d.) suggests that isolating grammar from its context is for linguists. Language teachers need to provide learners with a rich context from which the grammar structures will arise naturally. Moreover, the connections between context and structures make the information more memorable.
What do these sentences have in common? I will sleep early. I will go to USA. I will play the piano. I will see the concert. I will need a car. I will sort my files.

Mark Lim, Quek Khai Xian, Fadalya Petrus, Bibi Nuraqma, Theivina Narayanasamy, Khairulliza Shafiei (K12)

SOME FACTS AND ISSUES

In certain countries, the main goal is to get high scores in exams. Little contextual focus is needed. Pupils need to know why a certain structure is used in a context, but don't need to 'analyse' the grammar structure from a linguistic perspective.

For contextual grammar lessons, when correcting their mistakes if it's explained why it's wrong & what should be the correct usage, that might help them to improve their writing skills as well as learn & understand grammar well. Some teachers prefer facilitating "grammar" in isolation to students who have reached a high level of fluency, and are those who need to polish up for university entrance exams abroad. For lower level learners, some tend to teach it in context, and allow minor errors in class and in papers, so that confidence builds with fluency. Brown (2007) indicated that isolated grammar instruction can provide a useful function, especially for high intermediate to advanced learners, where a modicum of fluency is already in place (Ellis, 2006).

Mark Lim, Quek Khai Xian, Fadalya Petrus, Bibi Nuraqma, Theivina Narayanasamy, Khairulliza Shafiei (K12)

It helps pupils understand grammar Teacher has to select the suitable form to rules in meaningful context and build teach, depending on the level of on their confidence and fluency. proficiency of the pupils, the usefulness Pupils acquire grammar best when of the form in real life communication they come across it in a meaning- and its grammatical complexity. This is focused communicative task or find not easy. (Nesamalar, 2005) its relevance to them; this is much Fossilisation of ungrammatical forms that more effective. (Harmer, 2013) become habitual.

Easier for teachers to focus on the grammatical items one by one following the syllabus and ensure mastery learning of the rules and regulation.

Such overt grammar teaching results in pupils getting bored and disaffected.

Pupils may be able to produce correct forms on exercises and tests, but they consistently produce errors when they try Pupils become more aware of to use the language in context. discourse accuracy through analytical studies on grammar.

Mark Lim, Quek Khai Xian, Fadalya Petrus, Bibi Nuraqma, Theivina Narayanasamy, Khairulliza Shafiei (K12)

What we need is an appropriate balance between exercises that help learners acquire and be familiarised with grammatical forms, and tasks for exploring the use of those forms. This is the 'use' part. It is not enough to just focus on form and meaning, thus mix and match of teaching grammar in isolation or in context is recommended.
We also have the Communicative Competence Model that balances the two views.

The model acknowledges that overt grammar instruction helps pupils acquire the language more efficiently, but it incorporates grammar teaching and learning into meaningful communication tasks.

These communication tasks can be in the form dialogue, authentic samples of language etc. By doing this, pupils can internalise the rules.