TEACHING GRAMMAR

GROUP 3 : AMINAH , NADIA IZZATI , RIRI ALGAFAR

IN GENERAL TERMS…
• Few learners are capable to pick up language from
pure exposure.

• Most classroom have an EFL environment.

• Form is important to be considered within

communicative interactions and meaningful contexts
(Spada and Lightbrown, 1993; Lightbrown, 1998)
A THREE-DIMENSIONAL GRAMMAR
FRAMEWORK
 FORM
Morphosyntactic
and lexical
patterns
Phonemic/graphe
mic patterns

How is it formed?
 MEANING

Lexical Grammatic What does

meaning al meaning it mean?
 USE
Social context

Linguistic
Discourse context

Influence of
Pragmatics

Why/when is it
used?
 EXAMPLES
• Possessive:
1) Form:
o Inflecting nouns
2) Meaning:
o Allomorphs
o Possession
o Description 3) Use:
o Amount o ‘s versus possessive
o Relationship determiner

o Part/Whole o ‘s versus of the

o Origin /Agent
o ‘s versus noun
compounds
 THE CHALLENGE
• All three dimensions have to be
mastered by the learner (although not
necessarily consciously)

• Important information by recognizing

where students need to be reinforced.

• It is not only the form of the structures what creates

conflict in students and the most significant
challenge.
 “GRAMMARING”

Thinking of
grammar as a
skill to be
mastered
(Larsen-Freeman, 1997; 2001)
 THE LEARNING PROCESS

• SLA reasearch on how students

develop their ability to interpret and
produce grammatical utterances:

1) First encounter – Processing – Usage: not acumulation

of structures.
E.g. The definite article.
 THE LEARNING PROCESS

2) Interlanguage and Backsliding

3) SL learners rely on the knowledge and the

experience they have.

4) Different learning processes are responsible for

different aspects of language (Gagne and
Medsker, 1996)
If we understand our
students’ learning
processes, we will be able
to make the right
teaching decisions
 WHAT DOES TEACHING
GRAMMAR MEAN?

“It means enabling language students to

use linguistic forms accurately,
meaningfully, and appropriately”
(Larsen-Freeman, 2001)
LANGUAGE APPROACHES
• Traditional Grammar
teaching: PPP

• Task or Content Based

approach.
APPROACHES ON HOW TO
ADDRESS GRAMMAR

Enhancing Input or Input

Recasting Flooding (Sharwood
Smith, 1993)

Consciousness-raising
Task The Garden Path
(Tomasello and Herron,
(Fotos and Ellis, 1991)
1988-89)

Input Processing (Van

Patten, 1996)
 OUTPUT PRODUCTION

Collaborati Motivation From

ve Dialogue Students can be decalarativ
Meaningless
Hypothesis not enhanced if e to
(Donato, ‘Grammarin mechanical
Testing engaged: we give procedural
1994; Swain g’ drilling not
Process Inert students knowledge:
and Lapkin, longer useful
Knowledge meaningful meaningful
1998) contexts. practice
 EXAMPLES OF OUTPUT
ACTIVITIES

REINFORCING:
FORM

Information- Sentence
Twenty Game on
Gap Unscramblin
Questions Possessives
Activities g
 EXAMPLES OF OUTPUT
ACTIVITIES

REINFORCING: REINFORCING:
MEANING USE

Realia and
TPR Activities
Concentrati
Operations
Role Dilemma
plays s
pictures on Games
 THE IMPORTANCE OF FEEDBACK

• Zero Teacher Intervention

• Collecting Mistakes

• Classifying errors according

to the Pie Chart.
 ISSUES IN TEACHING GRAMMAR IN
INDONESIA

• Limited time
• Teacher’s self confident
• Students difficulties, such as difficult in
using tense (time: present, past, future),
do not apply their knowledge in
communication and their low ability
A research done by Murti Sari Dewi - At
junior High School
THANK YOU
reference

• Celce-Murcia, M(Ed). 2001. Teaching

English as second or Foreign Language
(3rd ed). Boston, MA: Heinle &Heinle
• Dewi, Sari Murti. 2015. Difficulties in
Teaching Grammar at Junior High
School. Salatiga : Universitas Kristen
Satya Wacana