Notion of the rule - Rule is a principle or order which guides behavior.

Definition of grammar and grammar knowledge.

Grammar is a system of language. It is also one of the most difficult aspect to teach well. We can define grammar as a description of rules for forming sentences including any kind these forms convey.

Grammar knowledge is divided into:

1. Declarative

2. procedural knowledge

Declarative - Is what can be demonstrated as the knowledge of rules and/or examples.

Procedural knowledge - is what can be applied in the process of communication.

2) Deductive approach:

A)notion of the rule;

Deductive approach

ü Deductive teaching is a more traditional form of teaching.

ü In deductive teaching you typically provide information (lecture), share specific examples of the concept or skill being taught, then, allow students to practice the skill being taught.

ü This is a more teacher-centered model of teaching that is rule driven.

ü Some of the positives of this method are that it is time saving and gets to the point of the lesson easily.

Advantages:

1. Time - saving;

2. Respects the intelligence;

3. Confirms learner’s expectations;

4. Allows teacher to deal with language points as they come up;

5. It gets straight to the point, and can therefore be time-saving. Many rules — especially rules of form — can be more simply and quickly explained than elicited from examples. This will allow more time for practice and application.

6. It respects the intelligence and maturity of many - especially adult -students, and acknowledges the role of cognitive processes in language acquisition.

7. It confirms many students' expectations about classroom learning, particularly for those learners who have an analytical learning style.

8. It allows the teacher to deal with language points as they come up, rather than having to anticipate them and prepare for them in advance.

Disadvantages:

1.Maybe off – putting for students;

2.Learners may have not sufficient metalanguage;

3.Teacher – centered; at the expense of student involvement;

4.Explanation is seldom memorable;

5.Belief: language is a case of knowing rules;

6. Starting the lesson with a grammar presentation may be off-putting for some students, especially younger ones. They may not have sufficient metalanguage (i.e. language used to talk about language such as grammar terminology). Or they may not be able to understand the concepts involved.

7. Grammar explanation encourages a teacher-fronted, transmission-style classroom; teacher explanation is often at the expense of student involvement and interaction.

8. Explanation is seldom as memorable as other forms of presentation, such as demonstration. Such an approach encourages the belief that learning a language is simply a case of knowing the rules.

Notion of the rule - Rule is a principle or order which guides behavior.

Features of a good rule:

· Truth: Rules should be true. While truthfulness may need to be compromised in the interests of clarity and simplicity, the rule must bear some resemblance to the reality it is describing.

• Limitation: Rules should show clearly what the limits are on the use of a given form. For example, to say simply that we use will to talk about the future is of little use to the learner since it doesn't show how will is different from other ways of talking about the future (e.g. going to).

• Clarity: Rules should be clear. Lack of clarity is often caused by ambiguity or obscure terminology. For example: 'Use will for spontaneous decisions; use going to for premeditated decisions.' To which a student responded, 'All my decisions are premeditated'.

• Simplicity: Rules should be simple. Lack of simplicity is caused by overburdening the rule with sub-categories and sub-sub-categories in order to cover all possible instances and account for all possible exceptions. There is a limit to the amount of exceptions a learner can remember.

• Familiarity: An explanation should try to make use of concepts already familiar to the learner. Few learners have specialised knowledge of grammar, although they may well be familiar with some basic terminology used to describe the grammar of their own language (e.g. conditional, infinitive, gerund). Most learners have a concept of tense (past, present, future), but will be less at home with concepts such as deontic and epistemic modality, for example.

• Relevance: A rule should answer only those questions that the student needs answered. These questions may vary according to the mother tongue of the learner. For example, Arabic speakers, who do not have an equivalent to the present perfect, may need a different treatment of this form than, say, French speakers, who have a similar structure to the English present perfect, but who use it slightly differently.

Date: 2015-12-18; view: 1126